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ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1434250
This article is part of the Research Topic Positive Higher Education: Empowering Students through Learning and Wellbeing View all articles

Emotional Factors and Self-Efficacy in the Psychological Well-being of Trainee Teachers

Provisionally accepted

The final, formatted version of the article will be published soon.

    The relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has a significant impact on important areas such as health, academic and professional performance, and overall quality of life. Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor's degree in education. We also examined gender differences amongst these predictors. This study involved 338 higher education students pursuing a primary education teaching degree. The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples. Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.

    Keywords: psychological well-being, Emotional Intelligence, stress, burnout, resilience, Selfefficacy, higher education

    Received: 17 May 2024; Accepted: 26 Aug 2024.

    Copyright: © 2024 Gilar-Corbi, Perez-Soto, Izquierdo, CASTEJON and POZO-RICO. 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) or licensor 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.

    * Correspondence: Raquel Gilar-Corbi, University of Alicante, Alicante, Spain

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.