Academic progress, coping strategies and psychological distress among teacher education students

  1. Gustems-Carnicer, Josep 1
  2. Calderon, Caterina 1
  3. Calderon-Garrido, Diego 2
  4. Martin-Piñol, Carolina 1
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Serra Hunter Fellow, Universitat de Barcelona
Zeitschrift:
International Journal of Educational Psychology: IJEP

ISSN: 2014-3591

Datum der Publikation: 2020

Titel der Ausgabe: October

Ausgabe: 9

Nummer: 3

Seiten: 290-312

Art: Artikel

DOI: 10.17583/IJEP.2020.4905 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: International Journal of Educational Psychology: IJEP

Zusammenfassung

Academic performance is a fundamental factor in the quality of higher education, but there are no conclusive results regarding how certain variables affect it. Some studies find differences attributable to gender, age, or coping strategies, but others conclude that they are insignificant. This article seeks to deepen about how these variables influence the performance of trainee primary-school teachers. It analyses academic progress in a sample of 136 students and the effect of gender, age and coping strategies and psychological symptoms. The data leads that all these variables cause differences in the academic performance of the sample of primary-teacher education students.

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