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

1
Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
2
Department of Pedagogy, University of Jaén, 23071 Jaén, Spain
3
Department of Science Education, University of Jaén, 23071 Jaén, Spain
*
Authors to whom correspondence should be addressed.
Academic Editors: Livia Taverna and Antonella Brighi
Received: 14 May 2021 / Revised: 9 June 2021 / Accepted: 18 June 2021 / Published: 23 June 2021
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. View Full-Text
Keywords: emotional intelligence; academic stress; pre-service teachers; achievement rating emotional intelligence; academic stress; pre-service teachers; achievement rating
MDPI and ACS Style

García-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://0-doi-org.brum.beds.ac.uk/10.3390/bs11070095

AMA Style

García-Martínez I, Pérez-Navío E, Pérez-Ferra M, Quijano-López R. Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers. Behavioral Sciences. 2021; 11(7):95. https://0-doi-org.brum.beds.ac.uk/10.3390/bs11070095

Chicago/Turabian Style

García-Martínez, Inmaculada, Eufrasio Pérez-Navío, Miguel Pérez-Ferra, and Rocío Quijano-López. 2021. "Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers" Behavioral Sciences 11, no. 7: 95. https://0-doi-org.brum.beds.ac.uk/10.3390/bs11070095

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