Profiling pre-service teachers' resilience, self-esteem, and healthy habits: Associations with psychological well-being and readiness to teach

Abstract

University students in teacher education programs face increasing psychological and emotional demands. Resilience and self-esteem are key personal resources that can mitigate psychological distress and support professional development. This study examined the influence of resilience on sedentary behavior, self-esteem, and psychological distress (anxiety, stress, and depression) among 928 pre-service teachers in Spain. It also explored the moderating role of physical activity (PA) intensity using a multigroup structural equation model. Results showed that higher resilience was associated with lower distress, lower sedentary behavior, and higher self-esteem. These associations were stronger among students engaging in vigorous PA (VPA). Findings highlight the importance of integrating resilience training and health-promoting habits into teacher education programs to enhance emotional preparedness and professional readiness. Promoting well-being in future teachers is not only a preventive health strategy but also a means to improve educational quality and sustainability.