Hostname: page-component-586b7cd67f-t8hqh Total loading time: 0 Render date: 2024-11-27T06:42:45.135Z Has data issue: false hasContentIssue false
  • English
  • Français

Mindset and emotional intelligence in pre-service teachers

Published online by Cambridge University Press:  27 August 2024

M. J. Gutierrez Cobo ,
R. Cabello ,
A. Megías-Robles  and
P. Fernández-Berrocal
M. J. Gutierrez Cobo*
Affiliation:
1Developmental and educational psychology
R. Cabello
Affiliation:
1Developmental and educational psychology
A. Megías-Robles
Affiliation:
2Basic psychology, University of Málaga, Málaga, Spain
P. Fernández-Berrocal
Affiliation:
2Basic psychology, University of Málaga, Málaga, Spain
*
*Corresponding author.

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Introduction

Pre-service teachers must confront emotionally demanding situations associated with the profession, and they must be prepared for it. Previous literature has shown that two variables are important for managing mental health in this population: emotional intelligence (EI) and mindset. EI is the ability to perceive, facilitate, understand, and manage emotions, while mindset refers to beliefs about the malleability of various life domains. According to their mindsets, those who believe that attributes are malleable are called incremental theorists, and those who believe attributes are fixed are entity theorists.

Objectives

This study aimed to explore the influence of intelligence and EI mindset on self-report and ability EI in a sample of 224 female pre-school pre-service teachers (M= 21.27, SD = 4.72).

Methods

Participants completed a questionnaire battery, including intelligence mindset, EI mindset, the Mayer–Salovey–Caruso Emotional Intelligence Test, the Trait Meta-Mood scale, and paternal and maternal educational status.

Results

The results showed that incremental EI theories — but not intelligence — were related to higher scores on self-report and ability EI. Specifically, being an incremental theorist of EI predicted 11% and 20% of the variance in global EI and the managing branch of ability EI, respectively

Conclusions

These results suggest that EI mindset training programs could be implemented and evaluated to explore their impact on the EI of female pre-service teachers

Disclosure of Interest

None Declared

Type
Abstract
Information
European Psychiatry , Volume 67 , Special Issue S1: Abstracts of the 32nd European Congress of Psychiatry , April 2024 , pp. S599
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of European Psychiatric Association
Submit a response

Comments

No Comments have been published for this article.