Portal de Periódicos da CAPES

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

2020; Hipatia Press; Volume: 9; Issue: 3 Linguagem: Inglês

10.17583/ijep.2020.4905

2014-3591

Josep Gustems Carnicer, Caterina Calderón, Diego Calderón-Garrido, Carolina Martín Piñol,

Teacher Professional Development and Motivation

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.