Resilience and emotional intelligence as predictors of stress level in student teachers
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Abstract
Scientific research has shown that stress, emotional intelligence, and resilience have an impact on people’s quality of life of individuals. The main purpose of this work is to analyze, on the one hand, the relationship between these three variables; and, on the other hand, the role of emotional intelligence and resilience in predicting the perceived stress level in a sample of 174 students from the Undergraduate degree in Early Childhood Education and Primary Education at the University of Alicante (Spain). The instruments used were: the Spanish version of the Perceived Stress Scale, the Connor-Davidson Resilience Scale, and the Trait Meta-Mood Scale. Since this is a predictive correlational design, the Pearson correlation coefficient and a stepwise multiple regression analysis have been conducted, with the total stress score as the criterion variable. Additionally, to compare profiles (high/loss stress), the general linear model of repeated measures has been employed. The results indicate that: (a) stress is correlated with resilience and emotional intelligence variables; (b) variables such as wit, attention, regulation, and resilience predict the level of stress; and (c) students with higher scores in resilience and emotional intelligence exhibit lower perceived stress. This study aims to contribute to enhancing the understanding of these phenomena in order to develop effective interventions in higher education.
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