The impact of self-esteem, optimism and emotional intelligence on the professional development of future primary and pre-school teachers

被引:2
作者
Gavin-Chocano, Oscar [1 ,5 ]
Domene, Lara Checa [2 ,3 ]
Valdivia-Casas, Macarena [4 ]
Garcia-Martinez, Inmaculada [2 ,3 ]
机构
[1] Univ Jaen, Dept Pedag, Jaen, Spain
[2] Univ Granada, Dept Didact, Granada, Spain
[3] Univ Granada, Sch Org, Granada, Spain
[4] Univ Jaen, Dept Educ, Jaen, Spain
[5] Univ Jaen, Dept Pedag, Campus Lagunillas S-N, Jaen 23071, Spain
关键词
Self-esteem; emotional intelligence; optimism; pessimism; pre-service teachers; LIFE SATISFACTION; STRESS; PERFORMANCE;
D O I
10.1080/13664530.2024.2340651
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The way in which students can identify, regulate and manage their emotions can impact not only on their present positive attitude and increased self-esteem, but also on their subsequent professional performance. In this study, 798 pre-service teachers participated, with a mean age of 24.52 years (+/- 5.48). The instruments used were: Wong Law Emotional Intelligence Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES). The aim was to determine the potential value of optimism and pessimism among the emotional intelligence and self-esteem of pre-service teachers. The results showed that emotional intelligence is related to optimism (R2 = .352) and moderately to pessimism (R2 = .148) and self-esteem (R2 = .135), with a root mean square error of .067. The practical consequences showed that emotional intelligence has a strong impact on socioemotional competencies, with optimism versus pessimism acting as mediating variables, which in turn contributes to the self-esteem of future teachers.
引用
收藏
页码:694 / 709
页数:16
相关论文
共 70 条
[1]   Self-regulatory traits to the construction of teaching profile in teacher training [J].
Alsina, Angel ;
Batllori, Roser ;
Falgas, Margarida ;
Vidal, Isabel .
REVISTA COMPLUTENSE DE EDUCACION, 2019, 30 (01) :55-74
[2]  
Alvarez Gonzalez M., 2001, DISENO EVALUACION PR, VCISSPRAXIS
[3]   Evaluation in emotional education: Instruments and resources [J].
Alzina, Rafael Bisquerra ;
Cassa, Elia Lopez .
AULA ABIERTA, 2021, 50 (04) :757-765
[4]  
[Anonymous], 1997, Emotional development and emotional intelligence: Educational implications, DOI DOI 10.1177/1066480710387486
[5]  
Avila-Toscano J. H., 2020, REVIS PSICOL ED, V15, P225, DOI [10.23923/rpye2020.02.197, DOI 10.23923/RPYE2020.02.197]
[6]   Validation of the Maslach Burnout Inventory - General survey: An internet study [J].
Bakker, AB ;
Demerouti, E ;
Schaufeli, WB .
ANXIETY STRESS AND COPING, 2002, 15 (03) :245-260
[7]  
Barraca J., 2010, EDUPSYKHE REV PSICOL, V9, P85, DOI [https://doi.org/10.57087/edupsykhe.v9i1.3831, DOI 10.57087/EDUPSYKHE.V9I1.3831]
[8]   Social and Emotional Competences of the Teacher of Childhood Education and its Relationship with Classroom Management [J].
Barrientos-Fernandez, Amelia ;
Javier Pericacho-Gomez, Francisco ;
Sanchez-Cabrero, Roberto .
ESTUDIOS SOBRE EDUCACION, 2020, (38) :59-78
[9]  
Becker J.M., 2018, J APPL STRUCTURAL EQ, V2, P1, DOI [10.47263/JASEM.2(2)01, DOI 10.47263/JASEM.2(2)01]
[10]  
Berrios P., 2020, KNOW SHARE PSYCHOL, V1, P19, DOI [https://doi.org/10.25115/kasp.v1i0.4127, DOI 10.25115/KASP.V1I0.4127]