RESEARCH ARTICLE
Preservice Teachers' Profiles of Emotional Competencies: Associations With Stress, Anxiety, and Emotional Exhaustion During Practicum
Sarah Dekeyser,
Gaëtane Caesens,
Vanessa Hanin,
Corresponding Author
Sarah Dekeyser
Institute for the Analysis of Change in Contemporary and Historical Societies, Université catholique de Louvain, Louvain-la-Neuve, Belgium
Correspondence: Sarah Dekeyser ([email protected])
Search for more papers by this authorGaëtane Caesens
Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
Search for more papers by this authorVanessa Hanin
Institute for the Analysis of Change in Contemporary and Historical Societies, Université catholique de Louvain, Louvain-la-Neuve, Belgium
Search for more papers by this authorSarah Dekeyser,
Gaëtane Caesens,
Vanessa Hanin,
Corresponding Author
Sarah Dekeyser
Institute for the Analysis of Change in Contemporary and Historical Societies, Université catholique de Louvain, Louvain-la-Neuve, Belgium
Correspondence: Sarah Dekeyser ([email protected])
Search for more papers by this authorGaëtane Caesens
Psychological Sciences Research Institute, Université catholique de Louvain, Louvain-la-Neuve, Belgium
Search for more papers by this authorVanessa Hanin
Institute for the Analysis of Change in Contemporary and Historical Societies, Université catholique de Louvain, Louvain-la-Neuve, Belgium
Search for more papers by this authorABSTRACT
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.
Summary
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Preservice teachers' profile characterized by higher emotional competencies is associated with lower stress and lower anxiety during practicum.
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Preservice teachers with low emotional identification or with mismatched levels of emotional competencies showed the highest levels of stress during practicum.
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Preservice teachers' emotional competencies during the initial education should be developed.
Conflicts of Interest
The authors declare no conflicts of interest.
Open Research
Data Availability Statement
The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.
Supporting Information
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