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

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.

Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers.

Introduction: The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence.

Revamping Teacher Training for Challenging Times: Teachers' Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies.

Purpose: This study aimed to design, implement, and evaluate a teacher training program to improve the quality and innovation of teaching practice. The program was designed to protect teachers' mental health and well-being, and increase their resilience and emotional competence while introducing innovative educational methodologies.

Participants And Methods: An experimental design using a control group and pre-/post-test empirical data was adopted to determine the effects of the 14-week teacher training program.

Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution.

The general purpose of this work is 2-fold, to validate scales and to present the methodological procedure to reduce these scales to validate a rating scale for the student evaluation of teaching in the context of a Polytechnic Higher Education Institution. We explored the relationship between the long and short versions of the scale; examine their invariance in relation to relevant variables such as gender. Data were obtained from a sample of 6,110 students enrolled in a polytechnic higher education institution, most of whom were male.

Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis.

The purpose of this work is to verify the factorial structure and analyze the reliability of the Emotional Quotient Inventory (EQ-i): Youth Version (YV) (S) by evaluating emotional intelligence in a more extensive sample of Spanish adolescents than has been used to date, since this inventory has been employed in various studies but with a very limited number of participants. For this study, 5292 adolescents from all over Spain participated-male (51.2%) and female (48.

Psychometric Properties of the Spanish Version of the Goal Orientation Scales in Ecuadorian Undergraduate Students.

The present study aims to analyze the psychometric properties of the Goal orientation Scales (GOS; Skaalvik, 1997) in a sample of 2,170 Ecuadorian undergraduate students ( = 21. 97, = 3.61; 61.

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study.

Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.

Students' Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador.

This paper addresses the relationship between student evaluation of teaching (SET) and academic achievement in higher education. Meta-analytic studies on teaching effectiveness show a wide range of results, ranging from small to medium correlations between SET and student achievement, based on diverse methodological approaches, sample size studies, and contexts. This work aimed to relate SET, prior academic achievement, and academic achievement in a large sample of higher education students and teachers, using different methodological procedures, which consider as distinct units of analysis the group class and the individuals, the variability between students within classes, and the variability between group-class means, simultaneously.

Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students.

Using various identification methods, differences between underachieving and non-underachieving gifted students in personal, familial, social, and school variables were analyzed in a sample of 164 gifted students with IQs of 120 or higher; the sample was drawn from a larger sample of 1,400 compulsory secondary education students. Three procedures for identifying underachieving students were used: the standardized difference method, the regression method, and the Rasch method. The different profiles of underachieving and non-underachieving students in the personal, familial, social, and school variables were compared using MANOVA and ANOVA tests.

Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers.

Purpose: This article presents the results of a training program in emotional intelligence.

Design/methodology/approach: Emotional Intelligence (EI) involves two important competencies: (1) the ability to recognize feelings and emotions in oneself and others, and (2) the ability to use that information to resolve conflicts and problems to improve interactions with others. We provided a 30-hour Training Course on Emotional Intelligence (TCEI) for 54 senior managers of a private company.

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis.

Background: Different studies reveal an association between parent involvement, metacognition, and academic achievement; however, the majority analyse the developmental process of acquisition in experimental or quasi-experimental designs with students enrolled in child education. Adolescence is an important stage in personal and academic development. Given the complexity of learning, and according to the metacognitive and affective model of self-regulated learning (Efklides, 2011, Educational Psychologist, 46, 6), different types of metacognitive processes are relevant for the optimal development of individuals in academic contexts.

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach.

Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the "Emotional Intelligence Training Program," with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience.

Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model.

There are very few studies in Spain that treat underachievement rigorously, and those that do are typically related to gifted students. The present study examined the proportion of underachieving students using the Rasch measurement model. A sample of 643 first-year high school students (mean age = 12.

Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables.

The present study examined the predictive effects of intellectual ability, self-concept, goal orientations, learning strategies, popularity and parent involvement on academic achievement. Hierarchical regression analysis and path analysis were performed among a sample of 1398 high school students (mean age = 12.5; SD =.