Quansah Frank, Essel Daniel William, Gyapong Nancy Asieduwaa, Yabana Isaac N-Nandi, Dzakadzie Yayra, Asamoah Patrick, Addison Kingsley
Department of Educational Foundations, University of Education, Winneba, Ghana.
The National Council for Curriculum and Assessment, NaCCA, Accra, Ghana.
Brain Behav. 2025 May;15(5):e70578. doi: 10.1002/brb3.70578.
Extant literature has established the relationship between psychological well-being (PWB) and academic achievement (CGPA). Yet, little is known about the intervening roles of key variables such as emotional intelligence (EI) and academic self-efficacy (ASE). This study investigates the complex roles of pre-service teachers' EI and ASE in the relationship between PWB and CGPA.
Using a cross-sectional design, data from 660 third- and final-year pre-service teachers at the University of Education, Winneba, were analyzed. The study assessed participans PWB, ASE, EI, and CGPA, employing validated scales and controlling for age and sex as covariates.
The findings revealed that higher PWB, ASE, and EI significantly predict better CGPA. However, ASE emerged as a strong mediator in the PWB-CGPA relationship, with a direct and consistent influence across varying levels of EI. Notably, EI significantly moderated the effect of PWB on CGPA, suggesting its buffering role against academic stress and its ability to enhance academic outcomes.
The study concludes that interventions aimed at enhancing ASE could provide the most substantial benefits for academic achievement, regardless of students' EI levels. These findings underscore the importance of integrated teacher education programmes that foster ASE and EI, thus equipping pre-service teachers with the tools needed to navigate academic challenges and excel professionally.
现有文献已确立了心理健康（PWB）与学业成绩（CGPA）之间的关系。然而，对于诸如情商（EI）和学业自我效能感（ASE）等关键变量的中介作用却知之甚少。本研究调查了职前教师的情商和学业自我效能感在心理健康与学业成绩关系中的复杂作用。
采用横断面设计，对来自温尼巴教育大学的660名大三和大四职前教师的数据进行了分析。该研究使用经过验证的量表评估了参与者的心理健康、学业自我效能感、情商和学业成绩，并将年龄和性别作为协变量进行控制。
研究结果表明，较高的心理健康、学业自我效能感和情商显著预测了更好的学业成绩。然而，学业自我效能感在心理健康与学业成绩的关系中成为一个强有力的中介变量，在不同水平的情商上都有直接且一致的影响。值得注意的是，情商显著调节了心理健康对学业成绩的影响，表明其对学业压力的缓冲作用以及提高学业成果的能力。
该研究得出结论，无论学生的情商水平如何，旨在提高学业自我效能感的干预措施可能会为学业成绩带来最大的益处。这些发现强调了综合性教师教育计划的重要性，这些计划能够培养学业自我效能感和情商，从而为职前教师提供应对学业挑战并在专业上取得优异成绩所需的工具。
