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July 23, 2026Social Psychology of EducationOpen Access

Mapping teachers’ emotional and pedagogical dimensions: a network analysis of teachers’ socio-emotional competencies, conceptions of teaching and implicit theories of emotions

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Authors

NMNathalie MellaCACatherine AudrinSBSandrine Biémar

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Overview

Network analysis reveals interactions between preservice teachers’ emotional competencies and teaching beliefs, suggesting future research directions.

Key Points

  • This research aims to examine how teachers' socio-emotional competencies relate to their conceptions of teaching and beliefs about emotions.
  • Conducted a network analysis involving 263 preservice teachers
  • Assessed intra and interpersonal socio-emotional competencies, teaching conceptions, and emotional beliefs
  • Explored associations between emotional dimensions and teacher practices.
  • A constructivist teaching approach correlates positively with viewing oneself as a source of students’ emotions.
  • Intrapersonal competencies are linked to beliefs in the malleability of student emotions and the ability to regulate them.
  • Malleability beliefs and intrapersonal competencies are central, indicating their importance in teacher development.

Cite This Study

Mella et al. (2026) studied this question.

synapsesocial.com/papers/6a61af56faa9903c5116a3bahttps://doi.org/10.1007/s11218-026-10263-5
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