Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality

Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stres...

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Autores principales:	Inmaculada García-Martínez, Óscar Gavín-Chocano, Samuel P. León, José Luis Ubago-Jiménez
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	academic stress personality self-concept pre-service teachers Education L
Acceso en línea:	https://doaj.org/article/b651508b14254a18b072529bd6aa2742
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spelling	oai:doaj.org-article:b651508b14254a18b072529bd6aa27422021-11-25T17:23:08ZAnalysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality10.3390/educsci111106592227-7102https://doaj.org/article/b651508b14254a18b072529bd6aa27422021-10-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/659https://doaj.org/toc/2227-7102Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into account in their initial training. Social-emotional factors and neuroticism have a decisive influence on the future teachers’ academic stress.Inmaculada García-MartínezÓscar Gavín-ChocanoSamuel P. LeónJosé Luis Ubago-JiménezMDPI AGarticleacademic stresspersonalityself-conceptpre-service teachersEducationLENEducation Sciences, Vol 11, Iss 659, p 659 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	academic stress personality self-concept pre-service teachers Education L
spellingShingle	academic stress personality self-concept pre-service teachers Education L Inmaculada García-Martínez Óscar Gavín-Chocano Samuel P. León José Luis Ubago-Jiménez Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality
description	Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into account in their initial training. Social-emotional factors and neuroticism have a decisive influence on the future teachers’ academic stress.
format	article
author	Inmaculada García-Martínez Óscar Gavín-Chocano Samuel P. León José Luis Ubago-Jiménez
author_facet	Inmaculada García-Martínez Óscar Gavín-Chocano Samuel P. León José Luis Ubago-Jiménez
author_sort	Inmaculada García-Martínez
title	Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality
title_short	Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality
title_full	Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality
title_fullStr	Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality
title_full_unstemmed	Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality
title_sort	analysis of the pre-service teachers’ academic stress based on their self-concept and personality
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/b651508b14254a18b072529bd6aa2742
work_keys_str_mv	AT inmaculadagarciamartinez analysisofthepreserviceteachersacademicstressbasedontheirselfconceptandpersonality AT oscargavinchocano analysisofthepreserviceteachersacademicstressbasedontheirselfconceptandpersonality AT samuelpleon analysisofthepreserviceteachersacademicstressbasedontheirselfconceptandpersonality AT joseluisubagojimenez analysisofthepreserviceteachersacademicstressbasedontheirselfconceptandpersonality
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Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality

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