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
Revista:
International Journal of Educational Psychology: IJEP

ISSN: 2014-3591

Año de publicación: 2020

Título del ejemplar: October

Volumen: 9

Número: 3

Páginas: 290-312

Tipo: Artículo

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

Otras publicaciones en: International Journal of Educational Psychology: IJEP

Objetivos de desarrollo sostenible

Resumen

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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