ArticleJournal of Intelligence2025
Emotional Factors in the Psychological Well-Being of Future Teachers: A Structural Model.
Article in Journal of Intelligence, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- The regulatory role of physical activity in the indirect effect of mental workload on psychological well-being mediated by occupational stress in physical education and sports teachers.BMC public health · 2026Article
- Predictors of Psychological Well-Being Among Pre-Service Teachers: Emotional Intelligence and Occupational Anxiety.Journal of Intelligence · 2026Article
- Are Adolescents with Higher Openness More Creative Under Stress? The Mediating Role of Stress Perception and Cognitive Flexibility.Journal of Intelligence · 2026Article
- Relationship Between Well-Being and Inclusive Practice in Chilean Teachers: A Preliminary Analysis.Journal of Intelligence · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
Abstract
Scientific research has examined relationships between various emotional factors in teachers; however, few studies have analyzed these relationships jointly. This study aimed to explore mechanisms through which emotional intelligence, resilience, stress, and burnout influence the psychological well-being of 338 trainee teachers (comprising 72.8% women) from the University of Alicante. Structural equation modeling was used to assess the direct and indirect effects among the variables included in the model. The instruments employed were the Trait Meta-Mood Scale, the Connor-Davidson Resilience Scale, the Perceived Stress Scale, the Maslach Burnout Inventory, and Ryff's Psychological Well-being Scale. The results indicated that resilience had a direct and positive effect on psychological well-being, while burnout had a direct but negative effect. In addition, emotional intelligence and stress influenced psychological well-being indirectly: emotional intelligence exerted a positive impact through resilience, whereas stress had a negative impact through burnout. The model explained a high percentage (85.3%) of variance in psychological well-being. This study provides empirical evidence on how these variables interact and highlights the importance of incorporating these abilities into teacher training programs to enhance teachers' psychological well-being and thereby improve the quality of the educational process.
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Registered trials
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