Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

Emotional intelligence, self-concept, academic stress and personality have been associated with university students’ academic performance. The aim of this paper was to study the relationship between self-concept and academic stress in Education students from different Universities in the region of Andalusia (Spain), analysing the mediational role of Emotional Intelligence and personality factors in this relationship. To this end, 1,022 Education students completed the following tests: A self-concept test (AF-5), an Emotional Intelligence test (WLEIS), a personality test (Big-Five 44), and an academic stress test (SISCO). The proposed model, which has good fit rates, shows that the individual’s self-concept predicts some of the variance of academic stress by a full mediation of Emotional Intelligence and the personality factor called neuroticism. The practical implications of the study are discussed and explained.

Although early childhood education is crucial for development, it is considered less important than other educational stages. For this reason, we sought to understand teachers’ perceptions about the effects of educational habits on 3–6 year old children’s learning, in addition to their engagement and level of commitment to make families assume greater responsibility over their children’s acquisition of habits. Further, differences of opinion were examined according to age, teaching experience, and years of experience at the center. The instrument consisted of twenty variables and four dimensions: working habits and effort, environmental factors and personal hygiene, healthy diets, and collaboration and cooperation. The instrument was sent out via email. Non-probability convenience sampling was performed (n = 320). The methodology used a descriptive and cross-sectional study, incorporating correlational (Pearson correlation) and inferential analyses. Statistics included one-way ANOVA, statistical power, effect size, and Scheffé’s test for multiple comparisons. Educational habits were deemed to have a positive impact, which favored studying. Effects were accentuated in relation to hard work and effort towards learning, with these outcomes being associated with other measured variables. Teachers aged between 34 and 40 years old showed greater commitment and attributed more importance to these habits. Teachers who had been at the school for longer evaluated environmental and hygiene habits more positively.

Modern society is becoming increasingly interested in people who are emotionally competent and who have the psychosocial skills required to be successful within the current social environment. However, no studies have been published on the assessment of the role of Emotional Intelligence (EI) on mental health if we assume the possible mediation of resilience and personality factors in the case of pre‐service teachers. Therefore, the aim of the study was to analyse the mediating role of resilience and personality factors in the relationship between EI and mental health of 1,022 pre‐service teachers enrolled in different educational degrees. The results found support the mediating role of resilience in the relationship between emotional intelligence and mental health; nevertheless, this was not the case when personality traits were analysed. Furthermore, it has been found that EI and resilience positively affect mental health of university students. Practical implications of this study are oriented towards an advance within the emerging trend of deepening the EI and resilience constructs among mental health care providers. Only if we understand the complex interactions between the constructs which determine people will it be possible to develop educational and health programmes responding to current needs.

Game-based learning has become an increasingly popular educational methodology due to its ability to enhance student interest and engagement. The aim of this study was to analyze the effect of game-based learning on motivation, self-efficacy, and academic performance in Natural Sciences learning. A systematic review and meta-analytic methodology was employed, following PRISMA guidelines. For this purpose, the databases consulted were Web of Science and Scopus, from which a total of 234 documents were retrieved and reduced to 15 studies after rigorously applying the established eligibility criteria. These studies were included in the systematic review and meta-analysis to ensure the validity and relevance of the meta-analytic findings. The meta-analytic results revealed a very strong and highly significant positive effect across all subgroups, benefiting the experimental groups (Z = 6.29; p < 0.00001). In conclusion, the implementation of game-based learning has a positive impact on motivation, self-efficacy, and academic performance in the teaching and learning of Natural Sciences content. Therefore, its incorporation into pedagogical practices represents an opportunity to strengthen student engagement and promote more meaningful learning.

El estudio responde al análisis del discurso de los estudiantes de Magisterio sobre la incidencia del practicum en la construc- ción de su identidad profesional docente. Se partió de setenta y seis estudiantes, que han cursado el practicum de cuarto curso en 2016-17, Educación Primaria, perte- necientes a la Universidad de Jaén, selec- cionando veintiuna narrativas, en función de la calidad de los relatos. Se han utili- zado dos metodologías complementarias: el Análisis crítico del discurso y la Teoría fundamentada. Las narrativas de los estu- diantes evidencian un discurso en torno a cuatro grandes categorías: “profesionali- zación docente”, “uso de metodologías”, “sentido ético” y “vocación”, ámbitos que se manifiestan en un discurso diferencia- do; bien en torno a un sentido racional de concebir la enseñanza; bien desde una percepción meramente humanística. En la propuesta de cambio se alude a la necesi- dad que tiene la Universidad de gestionar lo nuevo desde la tradición.