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704041.pdf (725.21 KB)

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Article

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Data de publicació

2020-10-24

Llicència de publicació

cc-by (c) Gustems Carnicer, Josep et al., 2020
Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/171786

Academic Progress, Coping Strategies and Psychological Distress among Teacher Education Students

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Títol del volum

Recurs relacionat

https://doi.org/10.17583/ijep.2020.4905

Resum

Academic performance among university students is a fundamental factor in the analysis of quality of higher education. Despite the large volume of research on academic performance, there are no conclusive results regarding the influence of some variables on it. While some studies find differences attributable to gender, age, or psychological factors, such as coping strategies, others conclude that they are inexistent or insignificant. This article seeks to deepen about how these variables influence the academic performance of trainee primary-school teachers. Educational improvements in a society are only possible if teacher training guarantees a high qualification of its teachers. In this article we analyze academic progress in a sample of 136 students and the effect of gender, age and coping strategies and psychological symptoms. From the data analysis it can be concluded that all the analyzed variables cause differences in academic performance in teacher students. Therefore, it will be necessary to establish improvement plans for this degree that meet these conditions.

Matèries

Formació del professorat, Estrès (Psicologia), Rendiment acadèmic

Matèries (anglès)

Teacher training, Stress (Psychology), Academic achievement

Citació

Col·leccions

Articles publicats en revistes (Didàctiques Aplicades)
Articles publicats en revistes (Psicologia Clínica i Psicobiologia)

Citació

GUSTEMS CARNICER, Josep, et al. Academic Progress, Coping Strategies and Psychological Distress among Teacher Education Students. International Journal of Educational Psychology. 2020. Vol. 20, num. 3, pags. 290-312. ISSN 2014-3591. [consulted: 16 of August of 2026]. Available at: https://hdl.handle.net/2445/171786

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