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dc.contributor.authorGarcía Martínez, Inmaculada 
dc.contributor.authorPérez Navío, Eufrasio
dc.contributor.authorPérez Ferra, Miguel
dc.contributor.authorQuijano López, Rocío
dc.date.accessioned2021-06-24T07:56:33Z
dc.date.available2021-06-24T07:56:33Z
dc.date.issued2021
dc.identifier.citationGarcía-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/bs11070095es_ES
dc.identifier.urihttp://hdl.handle.net/10481/69376
dc.description.abstractEmotional 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.es_ES
dc.description.sponsorshipJunta de Andalucía. Grant HUM-819es_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.rightsAtribución 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subjectEmotional intelligence es_ES
dc.subjectAcademic stresses_ES
dc.subjectPre-service teacherses_ES
dc.subjectAchievement ratinges_ES
dc.titleRelationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teacherses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.3390/bs11070095


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Atribución 3.0 España
Except where otherwise noted, this item's license is described as Atribución 3.0 España