The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

• In Event: Social and Emotional Learning in Physical Education

Abstract

This study sought to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. PETE faculty using structural equation modeling. The sample included 286 U. S. faculty members (151 female, 135 male) and data were collected through an online survey that included instruments to measure key study variables. Primary analyses used structural equation modelling to evaluate relationships hypothesized in the conceptual model. Generally, results confirmed the hypothesized relationships among the study variables suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Socioemotional skills appear important for helping PETE faculty members perceive resiliency and mattering in their work and should be considered for doctoral education.

Authors

• K. Andrew R. Richards, University of Illinois at Urbana-Champaign

• Alyssa Trad, University of Illinois at Urbana-Champaign

• Christopher John Kinder, University of Illinois at Urbana-Champaign

• Kim C. Graber, University of Illinois

• Amelia Mays Woods, University of Illinois at Urbana-Champaign