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

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

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Abstract

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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Author Biographies

Josep Gustems-Carnicer, University of Barcelona

Department of Applied Didactics. Faculty of Education. University of Barcelona.

 

Caterina Calderon, University of Barcelona

Department of Clinical Psychology and Psychobiology. Faculty of Psychology. University of Barcelona

Diego Calderon-Garrido, Serra Hunter Fellow, Universitat de Barcelona

Serra Hunter Fellow, Universitat de Barcelona

Carolina Martin-Piñol, University of Barcelona

Department of Applied Didactics. Faculty of Education. University of Barcelona.

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Published

2020-10-24

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Gustems-Carnicer, J., Calderon, C., Calderon-Garrido, D., & Martin-Piñol, C. (2020). Academic Progress, Coping Strategies and Psychological Distress among Teacher Education Students. International Journal of Educational Psychology, 9(3), 290–312. https://doi.org/10.17583/ijep.2020.4905

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