Understanding the role of preservice teachers’ attachment in shaping core self-evaluations: the mediating effect of academic emotions in teacher education contexts

Key Points

• Core self-evaluations are influenced by academic emotions like disappointment, shaping preservice teachers' views.
• Interventions aimed at reducing academic disappointment show potential to improve professional self-evaluations.
• The analysis highlights the importance of secure attachment experiences in educational contexts for preservice teachers.
• Addressing academic emotions can lead to better outcomes in teacher education programs.