000163972 001__ 163972
000163972 005__ 20251113160753.0
000163972 0247_ $$2doi$$a10.3390/educsci15101291
000163972 0248_ $$2sideral$$a146075
000163972 037__ $$aART-2025-146075
000163972 041__ $$aeng
000163972 100__ $$0(orcid)0000-0001-9678-6447$$aNolasco Hernández, Alberto$$uUniversidad de Zaragoza
000163972 245__ $$aExploring Emotional Intelligence, Attitudes Towards Disability, and Sexism Among Future Teachers in Spain
000163972 260__ $$c2025
000163972 5060_ $$aAccess copy available to the general public$$fUnrestricted
000163972 5203_ $$aThis research aimed to evaluate the emotional intelligence of future teachers and its relationship with attitudes towards people with disabilities, sexism, and bullying behaviors. Using a non-experimental design under a quantitative approach, 1004 future teaching subjects were selected by convenience sampling from different Faculties of Education in Spanish universities. The following instruments were applied online: for emotional intelligence, the TMMS-24; for bullying assessment, the Bullying Questionnaire-CAME; the General Scale of Attitudes towards People with Disabilities (2016) and the Ambivalent Sexism Inventory (ASI). Results indicated that both male and female future teachers exhibited low levels of emotional intelligence. A correlation was observed between greater emotional intelligence and more positive attitudes towards people with disabilities, as well as a lower tendency towards sexism. Additionally, a relationship was found between greater emotional attention and a lower tendency to bully from the victim’s perspective. These findings highlight the importance of developing emotional intelligence in future teachers to improve their interactions with students and promote a more inclusive and respectful school environment.
000163972 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000163972 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000163972 700__ $$aPaz-Albo, Jesús
000163972 700__ $$aHervás-Escobar, Aránzazu
000163972 700__ $$aGracia Sanchez, Laura
000163972 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000163972 773__ $$g15, 10 (2025), 1291 [15 pp.]$$tEducation Sciences$$x2227-7102
000163972 8564_ $$s629995$$uhttps://zaguan.unizar.es/record/163972/files/texto_completo.pdf$$yVersión publicada
000163972 8564_ $$s2525538$$uhttps://zaguan.unizar.es/record/163972/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000163972 909CO $$ooai:zaguan.unizar.es:163972$$particulos$$pdriver
000163972 951__ $$a2025-11-13-14:58:50
000163972 980__ $$aARTICLE