Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality
Metadatos
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MDPI
Materia
Academic stress Personality Self-Concept Pre-service teachers
Fecha
2021Referencia bibliográfica
García-Martínez, I.; Gavín-Chocano, Ó.; León, S.P.; Ubago-Jiménez, J.L. Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality. Educ. Sci. 2021, 11, 659. https://doi.org/10.3390/ educsci11110659
Resumen
Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress
symptoms, and coping strategies. The aim of the study was to determine the relationship between
academic stress and self-concept in this population. This was a descriptive, correlational, and crosssectional study. The sample consisted of 1020 university students in education degrees. In relation to
sex, it was found that 75.78% were women and 24.21% were men. The following instruments were
used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of
Academic Stress. The results indicated that academic stress increases and self-concept decreases as
studies progress; likewise, most of the students perceived high levels of stress. It was concluded
that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be
taken into account in their initial training. Social-emotional factors and neuroticism have a decisive
influence on the future teachers’ academic stress.