Análisis del perfil psicosocial de los futuros docentes y su relación con el rendimiento y estrés académico

Resumo

Psychosocial factors are a decisive element in the configuration of the professional identity of pre-service teachers, as well as in their further professional development. This doctoral thesis aims to analyse how certain psychosocial factors influence aspects related to the improvement and well-being of pre-service teachers in educational contexts. For this purpose, 1020 students from education degrees participated in the study, through the fulfilment of an instrument which consists of 6 validated scales (WLEIS-S, Self-Concept Form 5, Resilence Scale-14, BIG-5 Inventory, SISCO Inventory and the MH5 Scale). Findings point to the important role played by psychosocial factors (emotional intelligence, self-concept and resilience) and personality on the stress and academic achievement of pre-service teachers. In this regard, evidence is provided to incorporate training in certain psychosocial factors (emotional intelligence and resilience) into the academic programmes.