Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers
Metadatos
Afficher la notice complèteAuteur
García Martínez, Inmaculada; Pérez Navío, Eufrasio; Pérez Ferra, Miguel; Quijano López, RocíoEditorial
MDPI
Materia
Emotional intelligence Academic stress Pre-service teachers Achievement rating
Date
2021Referencia bibliográfica
García-Martínez, I.; Pérez-Navío, E.; Pérez-Ferra, M.; Quijano-López, R. Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers. Behav. Sci. 2021, 11, 95. https://doi.org/10.3390/bs11070095
Patrocinador
Junta de Andalucía. Grant HUM-819Résumé
Emotional intelligence (EI) and stress are constructs that often characterize the teaching
profession and are inversely related. There is evidence in the literature that suggests the importance
of teachers working on EI in order to learn coping strategies and improve their teaching practices.
This descriptive and correlational study had the purpose of examining the social–emotional profile of
future teachers based on their EI and academic stress levels in order to provide guidance for future
stressful situations that will affect their future professional development. For this purpose, we used
a random sampling for convenience in a university population enrolled in degrees of education at
Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to
a superiority in EI, academic stress, and academic achievement in favor of females compared to males.
The relationship among EI, academic stress, and student teachers’ achievement was demonstrated.
Furthermore, some components of EI were positioned as important factors to improve student
achievement and reduce academic stress. Once the high incidence of these constructs on academic
achievement was confirmed, the importance of developing EI and coping and stress skills training
programs, aimed at improving academic success and their subsequent professional development,
was demonstrated.