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Implicit theories of women preschool pre-service teachers and emotional intelligence

INTRODUCTION: Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, unde...

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Autores principales: Gutiérrez-Cobo, María José, Cabello, Rosario, Fernández-Berrocal, Pablo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10684729/
https://www.ncbi.nlm.nih.gov/pubmed/38034295
http://dx.doi.org/10.3389/fpsyg.2023.1260209
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author Gutiérrez-Cobo, María José
Cabello, Rosario
Fernández-Berrocal, Pablo
author_facet Gutiérrez-Cobo, María José
Cabello, Rosario
Fernández-Berrocal, Pablo
author_sort Gutiérrez-Cobo, María José
collection PubMed
description INTRODUCTION: Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed). OBJECTIVE: This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers. METHOD: In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education. RESULTS: In our sample, incremental EI—but not intelligence—theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively. CONCLUSION: Our findings suggest the importance of ITs of EI for pre-service teachers’ emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed.
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spelling pubmed-106847292023-11-30 Implicit theories of women preschool pre-service teachers and emotional intelligence Gutiérrez-Cobo, María José Cabello, Rosario Fernández-Berrocal, Pablo Front Psychol Psychology INTRODUCTION: Pre-service teachers should be prepared to face the emotionally demanding situations associated with the profession. The previous literature suggests that two variables are important for managing teaching demands: emotional intelligence (EI) or the ability to perceive, facilitate, understand, and manage emotions and implicit theories (ITs). ITs refer to the beliefs about the malleability of various life domains. Individuals can be divided into incremental theorists (believing that attributes are malleable) and entity theorists (attributes are fixed). OBJECTIVE: This study aimed to evaluate the influence of ITs of intelligence and EI on self-report and ability EI in a sample of female preschool pre-service teachers. METHOD: In total, 224 participants (M = 21.27, SD = 4.72) were assessed on ability EI (performance and self-report instruments), ITs of intelligence, ITs of EI, age, and parental education. RESULTS: In our sample, incremental EI—but not intelligence—theories predicted higher scores on self-report and ability EI. In particular, being an incremental theorist of EI predicted 11 and 20% of the variance of the global EI and the managing branch of the ability EI, respectively. CONCLUSION: Our findings suggest the importance of ITs of EI for pre-service teachers’ emotional intelligence and open the door to implementing ITs of EI training in this population. These theoretical and practical implications are discussed. Frontiers Media S.A. 2023-11-15 /pmc/articles/PMC10684729/ /pubmed/38034295 http://dx.doi.org/10.3389/fpsyg.2023.1260209 Text en Copyright © 2023 Gutiérrez-Cobo, Cabello and Fernández-Berrocal. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Gutiérrez-Cobo, María José
Cabello, Rosario
Fernández-Berrocal, Pablo
Implicit theories of women preschool pre-service teachers and emotional intelligence
title Implicit theories of women preschool pre-service teachers and emotional intelligence
title_full Implicit theories of women preschool pre-service teachers and emotional intelligence
title_fullStr Implicit theories of women preschool pre-service teachers and emotional intelligence
title_full_unstemmed Implicit theories of women preschool pre-service teachers and emotional intelligence
title_short Implicit theories of women preschool pre-service teachers and emotional intelligence
title_sort implicit theories of women preschool pre-service teachers and emotional intelligence
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10684729/
https://www.ncbi.nlm.nih.gov/pubmed/38034295
http://dx.doi.org/10.3389/fpsyg.2023.1260209
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