EMOTIONAL ACTIVATION, COGNITIVE LOAD, AND ENGAGEMENT: NEUROPSYCHOLOGICAL CORRELATES IN TEACHERS' ADOPTION OF PEDAGOGICAL STRATEGIES
Abstract
This article analyzes how emotional perception and neurocommunicative variables such as engagement, empathy, communicative self-efficacy, and cognitive load influence university teachers' intention to use teaching strategies. The study is based on the need to understand how teachers' emotions condition methodological adoption. A quantitative, non-experimental, cross-sectional approach with a correlational-explanatory scope was used. The sample consisted of 86 university teachers, and data were collected using the psychometrically validated PE-ENDU questionnaire. The analysis included descriptive statistics, Pearson correlations, and multiple regression developed in Python. The results show positive relationships between intention to use and valence, activation, and emotional relevance, as well as engagement and empathy-emotional regulation. Cognitive load did not have any significant negative effects. The predictive model explained 65% of the variance in intention to use. It is concluded that emotional and neurocommunicative processes are determinants in the adoption of active strategies, highlighting the importance of emotional well-being and communicative self-efficacy for pedagogical innovation.
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Copyright (c) 2026 Macarena Cortés-Vázquez , Alicia Villán Rodríguez
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