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ERIC Number: EJ1477310
Record Type: Journal
Publication Date: 2025-Aug
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: EISSN-1520-6807
Available Date: 2025-03-22
Preservice Teachers' Profiles of Emotional Competencies: Associations with Stress, Anxiety, and Emotional Exhaustion during Practicum
Sarah Dekeyser1; Gaëtane Caesens2; Vanessa Hanin1
Psychology in the Schools, v62 n8 p2421-2439 2025
This study investigates preservice teachers' profiles of intrapersonal emotional competencies (ECs) and their associations with perceived stress, anxiety, and emotional exhaustion during the practicum. Three hundred twenty-six Belgian preservice teachers completed questionnaires on ECs, stress, anxiety, and emotional exhaustion. Latent Profile Analysis identified four distinct profiles of ECs: High Emotional Competencies, Moderate Emotional Competencies, Poor Identification, and High regulation. Perceived stress was the highest in the two last profiles, while the profile with higher ECs had less stress and anxiety. Results are discussed related to limitations of the study. Future research on preservice teachers, and practical implications for preservice teachers' initial training are provided.
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1Institute for the Analysis of Change in Contemporary and Historical Societies, Université catholique de Louvain, Louvain-la-Neuve, Belgium; 2Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium