Brain and behavior · 2025
Enhancing Teacher Training Through Self-Efficacy and Emotional Intelligence: A Conditional Process Model of Pre-Service Teachers' Well-Being and Academic Achievements.
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Quansah Frank, Essel Daniel William, Gyapong Nancy Asieduwaa, Yabana Isaac N-Nandi, Dzakadzie Yayra, Asamoah Patrick, Addison Kingsley
Аннотация
INTRODUCTION: Extant literature has established the relationship between psychological well-being (PWB) and academic achievement (CGPA). Yet, little is known about the intervening roles of key variables such as emotional intelligence (EI) and academic self-efficacy (ASE). This study investigates the complex roles of pre-service teachers' EI and ASE in the relationship between PWB and CGPA.
METHODS: Using a cross-sectional design, data from 660 third- and final-year pre-service teachers at the University of Education, Winneba, were analyzed. The study assessed participans PWB, ASE, EI, and CGPA, employing validated scales and controlling for age and sex as covariates.
RESULTS: The findings revealed that higher PWB, ASE, and EI significantly predict better CGPA. However, ASE emerged as a strong mediator in the PWB-CGPA relationship, with a direct and consistent influence across varying levels of EI. Notably, EI significantly moderated the effect of PWB on CGPA, suggesting its buffering role against academic stress and its ability to enhance academic outcomes.
CONCLUSION: The study concludes that interventions aimed at enhancing ASE could provide the most substantial benefits for academic achievement, regardless of students' EI levels. These findings underscore the importance of integrated teacher education programmes that foster ASE and EI, thus equipping pre-service teachers with the tools needed to navigate academic challenges and excel professionally.
METHODS: Using a cross-sectional design, data from 660 third- and final-year pre-service teachers at the University of Education, Winneba, were analyzed. The study assessed participans PWB, ASE, EI, and CGPA, employing validated scales and controlling for age and sex as covariates.
RESULTS: The findings revealed that higher PWB, ASE, and EI significantly predict better CGPA. However, ASE emerged as a strong mediator in the PWB-CGPA relationship, with a direct and consistent influence across varying levels of EI. Notably, EI significantly moderated the effect of PWB on CGPA, suggesting its buffering role against academic stress and its ability to enhance academic outcomes.
CONCLUSION: The study concludes that interventions aimed at enhancing ASE could provide the most substantial benefits for academic achievement, regardless of students' EI levels. These findings underscore the importance of integrated teacher education programmes that foster ASE and EI, thus equipping pre-service teachers with the tools needed to navigate academic challenges and excel professionally.