Abstract
Educational research has highlighted the importance of emotional intelligence, resilience, psychological well-being, stress management, and burnout prevention in teachers to successfully navigate the challenges of teaching. These factors not only influence educators’ ability to manage their own emotions but also affect their interactions with students, colleagues, and the overall classroom environment. However, previous studies have identified gender differences in these factors, necessitating a detailed analysis of university students preparing for teaching. This study examines gender differences in emotional intelligence, resilience, stress, burnout, and psychological well-being profiles among students in the Bachelor’s Degree in Early Childhood and Primary Education at the University of Alicante. The sample included 307 students (229 women, 78 men) with an average age of 20.40 years. Five instruments were used: the Ryff Psychological Well-being Scale, the Trait Meta-Mood Scale, the Connor-Davidson Resilience Scale, the Perceived Stress Scale, and the Maslach Burnout Inventory. The study used descriptive analyses and a general linear model for repeated measures to compare profiles between men and women. Additionally, parameter estimation was conducted to identify significant differences between the samples. The results reveal significant differences in hardiness, stress, depersonalization, and personal accomplishment. Men showed higher hardiness and depersonalization, while women exhibited higher levels of stress and personal accomplishment. These findings highlight the need for training strategies tailored to each group to enhance their preparation for teaching practice. This study was funded by the Ministry of Science and Innovation under project reference PID2021-125279OB-I00 (MCIN/AEI/10.13039/501100011033/FEDER, EU).
Presenters
Andrea IzquierdoAssistant Professor, Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain Raquel Gilar Corbi
Catedrática Universidad / Professor, Developmental Psychology and Didactics, University of Alicante, Alicante, Spain Juan Luis Castejón
Catedrático Universidad, Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain
Details
Presentation Type
Theme
KEYWORDS
PSYCHOLOGICAL FACTORS, SOCIO-EMOTIONAL COMPETENCIES, PRE-SERVICE TEACHER, GENDER DIFFERENCES
