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Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

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 d...

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Autores principales: García-Martínez, Inmaculada, Pérez-Navío, Eufrasio, Pérez-Ferra, Miguel, Quijano-López, Rocío
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8301166/
https://www.ncbi.nlm.nih.gov/pubmed/34201438
http://dx.doi.org/10.3390/bs11070095
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author García-Martínez, Inmaculada
Pérez-Navío, Eufrasio
Pérez-Ferra, Miguel
Quijano-López, Rocío
author_facet García-Martínez, Inmaculada
Pérez-Navío, Eufrasio
Pérez-Ferra, Miguel
Quijano-López, Rocío
author_sort García-Martínez, Inmaculada
collection PubMed
description 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.
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spelling pubmed-83011662021-07-24 Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers García-Martínez, Inmaculada Pérez-Navío, Eufrasio Pérez-Ferra, Miguel Quijano-López, Rocío Behav Sci (Basel) Article 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. MDPI 2021-06-23 /pmc/articles/PMC8301166/ /pubmed/34201438 http://dx.doi.org/10.3390/bs11070095 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
García-Martínez, Inmaculada
Pérez-Navío, Eufrasio
Pérez-Ferra, Miguel
Quijano-López, Rocío
Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers
title Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers
title_full Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers
title_fullStr Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers
title_full_unstemmed Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers
title_short Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers
title_sort relationship between emotional intelligence, educational achievement and academic stress of pre-service teachers
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8301166/
https://www.ncbi.nlm.nih.gov/pubmed/34201438
http://dx.doi.org/10.3390/bs11070095
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