Profiling pre-service teachers' resilience, self-esteem, and healthy habits: Associations with psychological well-being and readiness to teach García-Pérez, Laura Ubago-Jiménez, José Luis Padial-Ruz, Rosario Melguizo-Ibáñez, Eduardo Pre-service teacher Resilience Self-esteem 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. 2025-11-11T09:21:58Z 2025-11-11T09:21:58Z 2025-11 journal article García-Pérez, L., Ubago-Jiménez, J. L., Padial-Ruz, R., & Melguizo-Ibáñez, E. (2025). Profiling pre-service teachers’ resilience, self-esteem, and healthy habits: Associations with psychological well-being and readiness to teach. Acta Psychologica, 261(105799), 105799. https://doi.org/10.1016/j.actpsy.2025.105799 https://hdl.handle.net/10481/107918 10.1016/j.actpsy.2025.105799 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Elsevier