The influence of emotional intelligence and resilience on the academic performance of aspiring teachers
Keywords:
Emotional intelligence; Resilience; Teacher training; Academic performance; Aspiring teachers.Abstract
This study examines the influence of emotional intelligence and resilience on the academic performance of aspiring teachers preparing for competitive examinations. A total of 87 participants were assessed using the Schutte Self-Report Emotional Intelligence Test (SSREI) and the Connor-Davidson Resilience Scale (CD-RISC), along with the collection of their academic grades. Results revealed a positive and significant correlation between emotional intelligence and resilience (r = 0.64, p < 0.001). Additionally, both variables showed a significant relationship with academic performance (emotional intelligence: r = 0.46, p < 0.001; resilience: r = 0.51, p < 0.001). Regression analysis indicated that emotional intelligence and resilience jointly explain 43% of the variance in academic performance (adjusted R² = 0.427). These findings highlight the importance of integrating the development of socio-emotional competencies in the training of future teachers, proposing strategies to strengthen emotional intelligence and resilience to enhance their academic and professional performance.
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