This paper examines the role of core self-evaluations (CSEs) in the relationships among emotional demands, emotional dissonance, and depersonalization. Data were collected from a non-random sample of 423 teachers who worked in primary, secondary, and higher education institutions. Results from structural equation modeling analysis showed that CSEs displayed both direct and indirect effects on depersonalization through employees' perceptions and reactions to emotional labor. Specifically, those individuals with more positive CSEs tended to perceive the emotional aspects of their job as less demanding, thus being less likely to experience emotional dissonance and, in turn, depersonalization. This research demonstrated that CSEs play a vital role in explaining employees' reactions to emotional labor and, therefore, their effects should be properly accounted for in future studies. Implications for practice and future lines of research are discussed in this paper.

本文探讨了核心自我评价 (CSE) 在情绪需求、情绪失调和人格解体之间的关系中的作用。数据是从 423 名在小学、中学和高等教育机构工作的教师的非随机样本中收集的。结构方程模型分析的结果表明，CSE 通过员工对情绪劳动的感知和反应对人格解体产生直接和间接影响。具体来说，那些具有更积极的 CSE 的人倾向于认为他们工作的情感方面要求不高，因此不太可能经历情绪失调，进而导致人格解体。这项研究表明，CSE 在解释员工对情绪劳动的反应方面发挥着至关重要的作用，因此，在未来的研究中应适当考虑它们的影响。本文讨论了对实践和未来研究方向的影响。