ArticleBehavioral sciences (Basel, Switzerland)2021
Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers.
Article in Behavioral sciences (Basel, Switzerland), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
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Who cites it
17 citing papers in PubMed.
- Predictors of Psychological Well-Being Among Pre-Service Teachers: Emotional Intelligence and Occupational Anxiety.Journal of Intelligence · 2026Article
- The two correlations between Academic Stress and Subjective Academic Achievement: the mediating roles of Emotion Regulation and Cognitive Decline, and the moderating role of Mind Wandering.Frontiers in psychology · 2026Article
- A Structural Model of Emotional Intelligence, Resilience, and Stress in University Students.Behavioral sciences (Basel, Switzerland) · 2025Article
- Emotional Factors in the Psychological Well-Being of Future Teachers: A Structural Model.Journal of Intelligence · 2025Article
- Emotional Intelligence and Psychological Well-Being of Turkish Physical Education and Sports Athlete-Students: The Mediating Roles of Self-Efficacy and Burnout.Behavioral sciences (Basel, Switzerland) · 2025Article
- Emotional intelligence and innovative teaching behavior of pre-service music teachers: the chain mediating effects of psychological empowerment and career commitment.Frontiers in psychology · 2025Article
- Impact of emotional intelligence and academic self-concept on the academic performance of educational sciences undergraduates.Heliyon · 2024Article
- Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers.Frontiers in psychology · 2024Article
- Stress, Resilience, Burnout and Study Hours in Physical Education Pre-Service Teachers-An Explanatory Model about Gender.Behavioral sciences (Basel, Switzerland) · 2023Article
- The Role of Emotional Intelligence and Metacognition in Teachers' Stress during Pandemic Remote Working: A Moderated Mediation Model.European journal of investigation in health, psychology and education · 2023Article
- Revamping Teacher Training for Challenging Times: Teachers' Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies.Psychology research and behavior management · 2023Article
- Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times?International journal of environmental research and public health · 2022Article
- Impact of Confinement on Coping Strategies and Psychosocial Factors among University Students.European journal of investigation in health, psychology and education · 2022Article
- Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan.International journal of environmental research and public health · 2022Article
- Adversity Quotient Promotes Teachers' Professional Competence More Strongly Than Emotional Intelligence: Evidence from Indonesia.Journal of Intelligence · 2022Article
- Transforming the Emotional Intelligence of the Feeders in Agribusinesses into the Development of Task Performance and Counterproductive Work Behaviors during the COVID-19 Pandemic.Animals : an open access journal from MDPI · 2021Article
- Self-Concept as a Mediator of the Relation Between University Students' Resilience and Academic Achievement.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
4 authors.
Funding
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.
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