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      Emotional factors and self-efficacy in the psychological well-being of trainee teachers

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          Abstract

          Introduction

          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.

          Methods

          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 among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree.

          Results

          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.

          Discussion

          Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.

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          Most cited references173

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          Development of a new resilience scale: the Connor-Davidson Resilience Scale (CD-RISC).

          Resilience may be viewed as a measure of stress coping ability and, as such, could be an important target of treatment in anxiety, depression, and stress reactions. We describe a new rating scale to assess resilience. The Connor-Davidson Resilience scale (CD-RISC) comprises of 25 items, each rated on a 5-point scale (0-4), with higher scores reflecting greater resilience. The scale was administered to subjects in the following groups: community sample, primary care outpatients, general psychiatric outpatients, clinical trial of generalized anxiety disorder, and two clinical trials of PTSD. The reliability, validity, and factor analytic structure of the scale were evaluated, and reference scores for study samples were calculated. Sensitivity to treatment effects was examined in subjects from the PTSD clinical trials. The scale demonstrated good psychometric properties and factor analysis yielded five factors. A repeated measures ANOVA showed that an increase in CD-RISC score was associated with greater improvement during treatment. Improvement in CD-RISC score was noted in proportion to overall clinical global improvement, with greatest increase noted in subjects with the highest global improvement and deterioration in CD-RISC score in those with minimal or no global improvement. The CD-RISC has sound psychometric properties and distinguishes between those with greater and lesser resilience. The scale demonstrates that resilience is modifiable and can improve with treatment, with greater improvement corresponding to higher levels of global improvement. Copyright 2003 Wiley-Liss, Inc.
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            Psychometric properties of a European Spanish version of the Perceived Stress Scale (PSS).

            This paper presents evidence from a heterogeneous sample of 440 Spanish adults, for the reliability and validity of a European Spanish version of the Perceived Stress Scale (PSS), designed to measure the degree to which situations in one's life are appraised as stressful. The European Spanish version PSS (14-item) demonstrated adequate reliability (internal consistency, alpha = .81, and test-retest, r = .73), validity (concurrent), and sensitivity. Additional data indicate adequate reliability (alpha = .82, test-retest, r = .77), validity, and sensitivity of a 10-item short version of the PSS.
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              Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale.

              This study examined validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale in a sample of 292 Spanish undergraduates. The internal consistency estimates for subscales were all above .85, and the test-retest correlations after 4 wk. ranged from .60 to .83. The correlations between scores on the Spanish modified version of the Trait Meta-Mood Scale subscales and criterion measures (Beck Depression Inventory, Satisfaction With Life Scale, and Ruminative Responses Scale) were in the expected direction. In summary, the Spanish modified version of the Trait Meta-Mood Scale had appropriate reliability and significant relations with criterion variables as in previous studies with the English version.
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                Author and article information

                Contributors
                URI : https://loop.frontiersin.org/people/324666/overviewRole: Role: Role: Role: Role: Role:
                URI : https://loop.frontiersin.org/people/2664137/overviewRole: Role: Role:
                URI : https://loop.frontiersin.org/people/2667281/overviewRole: Role: Role: Role:
                URI : https://loop.frontiersin.org/people/302480/overviewRole: Role: Role: Role: Role: Role:
                URI : https://loop.frontiersin.org/people/574117/overviewRole: Role: Role: Role:
                Journal
                Front Psychol
                Front Psychol
                Front. Psychol.
                Frontiers in Psychology
                Frontiers Media S.A.
                1664-1078
                10 September 2024
                2024
                : 15
                : 1434250
                Affiliations
                Department of Developmental Psychology and Didactics, University of Alicante , Alicante, Spain
                Author notes

                Edited by: Maggie Yue Zhao, The University of Hong Kong, Hong Kong SAR, China

                Reviewed by: Ioannis Dimakos, University of Patras, Greece

                Claudia Lenuta Rus, Babeş-Bolyai University, Romania

                *Correspondence: Raquel Gilar-Corbi, raquel.gilar@ 123456ua.es ; Natalia Perez-Soto, natalia.perezsoto@ 123456ua.es
                Article
                10.3389/fpsyg.2024.1434250
                11420053
                39319066
                c853cc88-c423-4dd8-ae42-6d93c53ef96d
                Copyright © 2024 Gilar-Corbi, Perez-Soto, Izquierdo, Castejón 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) and the copyright owner(s) 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.

                History
                : 17 May 2024
                : 26 August 2024
                Page count
                Figures: 0, Tables: 4, Equations: 0, References: 175, Pages: 16, Words: 14114
                Funding
                The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This research was funded by MCIN/AEI/10.13039/501100011033/FEDER, UE (grant number PID2021-125279OB-I00).
                Categories
                Psychology
                Original Research
                Custom metadata
                Educational Psychology

                Clinical Psychology & Psychiatry
                psychological well-being,emotional intelligence,stress,burnout,resilience,self-efficacy,higher education

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