Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality
Abstract
:1. Introduction
1.1. Academic Stress
1.2. Self-Concept
1.3. Personality
1.4. Our Study
- –
- How do psychosocial factors such as self-concept and personality influence pre-service teachers’ academic stress?
- –
- Are there differences between men and women in relation to the variables described?
2. Materials and Methods
2.1. Subjects and Design
2.2. Instruments
- –
- Self-concept Form 5-AF5 [29]. This instrument consists of 30 items and measures five dimensions of self-concept: academic, social, emotional, family, and physical, with six items for each of them. The academic self-concept refers to the student’s perceived role performance; the social self-concept refers to the perception of performance in social relationships; the emotional self-concept focuses on the emotional state and the involvement and commitment with daily life; the family self-concept aims at integration with the family; and the physical self-concept focuses on the perception of the student’s appearance and physical condition [29]. It is answered according to a scale from 1 (totally disagree) to 99 (total degree of agreement). The internal consistency of the scale according to the authors was the following depending on the factors established using the Cronbach alpha coefficient of academic/work: 0.88; social: 0.69; emotional: 0.73; family: 0.76; and physical: 0.74. Cronbach’s α total scale was 0.81.
- –
- Big Five Inventory-44 [22]. It is a self-report test and measures the five main personality factors, which are extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience. It is composed of 44 items with Likert-type responses ranging from 1 (total agreement) to 5 (total disagreement). This instrument was designed simultaneously in English and Spanish. The reliability analysis (α Cronbach) of this scale was for each of the corresponding factors of: extraversion (α = 0.69), agreeableness: (α = 0.75), conscientiousness (α = 0.74), neuroticism (α = 0.75), and openness to experience (α = 0.77).
- –
- SISCO Inventory of Academic Stress [19]. This instrument is a self-report, which requires no more than 10 min to be filled in. It includes 31 items with five answer options, namely 1 (never) and 5 (always). It identifies three categories: stressful situations, reactions, and strategies, with a reliability that was established using the Cronbach alpha of 0.9 overall and 0.87 for half of them. A range of academic situations involving stress is presented with the aim of analysing how stressful it is for students. It also measures the frequency in which people experience a set of psychological, physiological, and behavioral reactions when faced with these situations. Finally, the instrument evaluates the use of a variety of coping strategies used to address stress.
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Correlational Analysis
3.2. Regression Analysis
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Acknowledgments
Conflicts of Interest
References
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1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | |
---|---|---|---|---|---|---|---|---|---|---|---|
1 AST | - | ||||||||||
2 EX | 0.06 | - | |||||||||
3 AG | 0.07 * | 0.34 ** | - | ||||||||
4 CO | 0.09 ** | 0.38 ** | 0.42 ** | - | |||||||
5 NE | 0.26 ** | 0.30 ** | 0.39 ** | 0.37 ** | - | ||||||
6 OP | 0.03 | 0.43 ** | 0.33 ** | 0.41 ** | 0.24 ** | - | |||||
7 AS | 0.01 | 0.13 ** | 0.01 | 0.02 | −0.00 | 0.18 ** | - | ||||
8 ES | 0.32 ** | 0.00 | −0.00 | 0.01 | 0.19 ** | −0.08 ** | 0.32 ** | - | |||
9 FS | −0.04 | 0.04 | −0.55 | −0.03 | −0.05 | 0.00 | −0.04 | 0.14 ** | - | ||
10 PS | −0.11 ** | 0.14 ** | 0.03 | −0.22 | −0.08 ** | 0.14 ** | −0.11 ** | −0.08 ** | 0.27 | - | |
11 SS | −0.14 | 0.09 ** | 0.03 | 0.00 | −0.02 | 0.03 | −0.01 | 0.27 ** | 0.31 | 0.28 ** | - |
M | 3.56 | 26.72 | 27.91 | 30.16 | 24.30 | 33 | 22.63 | 18.57 | 21.22 | 19.66 | 21.25 |
S.D. | 1 | 3.13 | 3.28 | 3.65 | 3.25 | 5.20 | 4.59 | 5.24 | 3.45 | 5.22 | 3.86 |
(Criteria: Academic Stress) | R2 | F | p | R2 | |
---|---|---|---|---|---|
Demographic factor | 0.03 | 9.19 | 0.03 | ||
Sex | 0.16 | 0.00 ** | |||
Age | 0.00 | 0.84 | |||
Province | 0.03 | 0.23 | |||
Course | 0.04 | 0.18 | |||
Personality trait | 0.10 | 12.32 | 0.07 | ||
Extraversion | 0.00 | 0.81 | |||
Agreeableness | −0.01 | 0.63 | |||
Conscientiousness | 0.00 | 0.86 | |||
Neuroticism | 0.27 | 0.00 ** | |||
Openness | −0.01 | 0.67 | |||
Self-concept | 0.17 | 12.52 | 0.10 | ||
Academic | 0.00 | 0.80 | |||
Emotional | 0.28 | 0.00 ** | |||
Familiar | −0.04 | 0.14 | |||
Physical | −0.03 | 0.37 | |||
Social | −0.06 | 0.07 |
Variables | Sex | N | M | S.D. | F | p | Sig. (Bilateral) | ES (d) | 95% CI |
---|---|---|---|---|---|---|---|---|---|
Academic Stress | Men | 247 | 3.25 | 1.10 | 33.55 | 0.00 | 0.00 ** | 0.161 | (−0.111; 0.433) |
Women | 773 | 3.66 | 0.94 | ||||||
BFI—Extraversion | Men | 247 | 27.34 | 3.15 | 12.74 | 0.00 | 0.00 ** | 0.114 | (−0.158; 0.386) |
Women | 773 | 26.52 | 3.14 | ||||||
BFI—Agreeableness | Men | 247 | 28.32 | 3,39 | 5.27 | 0.01 | 0.02 * | 0.119 | (−0.153; 0.392) |
Women | 773 | 27.77 | 3.24 | ||||||
BFI—Conscientiousness | Men | 247 | 30.54 | 3.58 | 32.57 | 0.04 | 0.05 * | 0.157 | (0.007; 0.553) |
Women | 773 | 30.04 | 3.66 | ||||||
BFI—Neuroticism | Male | 247 | 24.34 | 3.16 | .05 | 0.54 | 0.82 | 0.328 | (0.055; 0.602) |
Women | 773 | 24.29 | 3.28 | ||||||
BFI—Openness to experience | Men | 247 | 33.59 | 5 | 4.25 | 0.01 | 0.03 * | 0.076 | (−0.115; 0.429) |
Women | 773 | 32.81 | 5.25 | ||||||
Academic Self-concept | Men | 247 | 22.26 | 4.25 | 2.11 | 0.08 | 0.14 | 0.213 | (−0.196; 0.348) |
Women | 773 | 22.75 | 4.69 | ||||||
Emotional Self-concept | Men | 247 | 15.78 | 4.89 | 101.44 | 0.00 | 0.00 ** | 0.112 | (0.015; 0.853) |
Women | 773 | 19.46 | 5.04 | ||||||
Familiar Self-concept | Men | 247 | 21.55 | 3.52 | 2.94 | 0.17 | 0.08 | 0.312 | (0.141; 0.424) |
Women | 773 | 21.12 | 3.42 | ||||||
Physical Self-concept | Men | 247 | 22.05 | 4.88 | 73.04 | 0.00 | 0.00 ** | 0.230 | (0.241; 0.474) |
Women | 773 | 18.90 | 5.09 | ||||||
Social Self-concpet | Men | 247 | 21.69 | 3.95 | 4.09 | 0.02 | 0.04 * | 0.413 | (0.139; 0.688) |
Women | 773 | 21.12 | 3.82 |
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García-Martínez, I.; Gavín-Chocano, Ó.; León, S.P.; Ubago-Jiménez, J.L. Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality. Educ. Sci. 2021, 11, 659. https://doi.org/10.3390/educsci11110659
García-Martínez I, Gavín-Chocano Ó, León SP, Ubago-Jiménez JL. Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality. Education Sciences. 2021; 11(11):659. https://doi.org/10.3390/educsci11110659
Chicago/Turabian StyleGarcía-Martínez, Inmaculada, Óscar Gavín-Chocano, Samuel P. León, and José Luis Ubago-Jiménez. 2021. "Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality" Education Sciences 11, no. 11: 659. https://doi.org/10.3390/educsci11110659