{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T09:31:17Z","timestamp":1790242277910,"version":"4.1.0"},"reference-count":76,"publisher":"Wiley","issue":"5","license":[{"start":{"date-parts":[[2025,5,26]],"date-time":"2025-05-26T00:00:00Z","timestamp":1748217600000},"content-version":"vor","delay-in-days":25,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Brain and Behavior"],"published-print":{"date-parts":[[2025,5]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Extant literature has established the relationship between psychological well\u2010being (PWB) and academic achievement (CGPA). Yet, little is known about the intervening roles of key variables such as emotional intelligence (EI) and academic self\u2010efficacy (ASE). This study investigates the complex roles of pre\u2010service teachers\u2019 EI and ASE in the relationship between PWB and CGPA.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>Using a cross\u2010sectional design, data from 660 third\u2010 and final\u2010year pre\u2010service 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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The findings revealed that higher PWB, ASE, and EI significantly predict better CGPA. However, ASE emerged as a strong mediator in the PWB\u2010CGPA 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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>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\u2010service teachers with the tools needed to navigate academic challenges and excel professionally.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/brb3.70578","type":"journal-article","created":{"date-parts":[[2025,5,26]],"date-time":"2025-05-26T13:13:57Z","timestamp":1748265237000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Enhancing Teacher Training Through Self\u2010Efficacy and Emotional Intelligence: A Conditional Process Model of Pre\u2010Service Teachers\u2019 Well\u2010Being and Academic Achievements"],"prefix":"10.1002","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4580-0939","authenticated-orcid":false,"given":"Frank","family":"Quansah","sequence":"first","affiliation":[{"name":"Department of Educational Foundations University of Education  Winneba Ghana"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Daniel William","family":"Essel","sequence":"additional","affiliation":[{"name":"Department of Educational Foundations University of Education  Winneba Ghana"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nancy Asieduwaa","family":"Gyapong","sequence":"additional","affiliation":[{"name":"Department of Educational Foundations University of Education  Winneba Ghana"},{"name":"The National Council for Curriculum and Assessment, NaCCA  Accra Ghana"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Isaac N\u2010Nandi","family":"Yabana","sequence":"additional","affiliation":[{"name":"Department of Educational Foundations University of Education  Winneba Ghana"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yayra","family":"Dzakadzie","sequence":"additional","affiliation":[{"name":"Department of Educational Foundations University of Education  Winneba Ghana"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Patrick","family":"Asamoah","sequence":"additional","affiliation":[{"name":"Department of Educational Foundations University of Education  Winneba Ghana"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kingsley","family":"Addison","sequence":"additional","affiliation":[{"name":"Department of Educational Foundations University of Education  Winneba Ghana"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2025,5,26]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11205\u2010009\u20109506\u2010x"},{"key":"e_1_2_11_3_1","first-page":"6","article-title":"Teachers' Perception of the New Educational Curriculum in Ghana","volume":"8","author":"Aboagye E.","year":"2020","journal-title":"African Educational Research Journal"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.1186\/s40359\u2010024\u201001839\u2010x"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.3389\/feduc.2022.932447"},{"key":"e_1_2_11_6_1","unstructured":"Agyei\u2010Lartey A. 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