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

Abstract

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.

Self-Concept as a Mediator of the Relation Between University Students’ Resilience and Academic Achievement

“…Moreover, to some extent, these factors affect students’ academic performance. Similarly, the literature suggests that emotional intelligence is directly related to students’ academic achievement and indirectly related to academic stress ( Garcìa-Martìnez et al, 2021 ). Likewise, emotional intelligence is related to students’ educational engagement, which, in turn, promotes the attainment of greater academic success among students ( Mérida-López et al, 2021 ).…”

Adversity Quotient Promotes Teachers’ Professional Competence More Strongly Than Emotional Intelligence: Evidence from Indonesia

“…Previous studies show that EI is crucial for individuals and organizational life, especially in a school organization. In addition, EI is related to psychological distress ( Cheng et al 2020 ), academic stress, and student achievement ( García-Martínez et al 2021 ).…”

Transforming the Emotional Intelligence of the Feeders in Agribusinesses into the Development of Task Performance and Counterproductive Work Behaviors during the COVID-19 Pandemic

“…However, few studies focus on how a single variable (e.g., EI) can simultaneously handle the positive and negative behaviors of feeders in agribusiness. In addition, although past research has paid attention to EI in the multidisciplinary field [ 15 , 16 , 17 ], EI has almost been seen as a leading variable for predicting positive behavior in previous studies [ 18 , 19 , 20 ]. EI indicates the capability of individuals to manage their emotion-related behaviors [ 15 , 17 ].…”