THE IMPACT OF EMOTIONAL STABILITY ON THE ACADEMIC PERFORMANCE OF FUTURE PRIMARY SCHOOL TEACHERS

Gulbaram Mugauina, N.Zh. Duissekeyeva, G.А. Amzeeva, K. Jumanova

2026

Full text Open access: Hybrid Metadata (CSL-JSON)
DOI 10.47649/vau.25.v79.i4.21
Data confidence 70 medium
How this score is calculated

It is built from checkable properties of the record itself: whether the article has a DOI, how many independent sources confirmed its data, whether the required fields are filled in, and how recent the latest confirmation is. Disagreement between sources and a missing identifier lower it. A value of 80 or above means the record was published without further checking; 60 to 79 means it is published at reduced confidence, with a manual check advisable. A record verified by an editor by hand is never pushed below 90 by a recalculation. This scores our data about the article, not the article itself.

Abstract

This article analyzes the relationship between students' emotional stability and their academic performance. The purpose of the article is to empirically investigate the relationship between the level of emotional instability (neuroticism) and the academic performance of students—future primary school teachers—and to substantiate the importance of psychological well-being for the quality of professional teacher training. The study showed that a high level of neuroticism negatively affects student academic performance. The study surveyed future primary school teachers and analysed data from the Eysenck Personality Questionnaire. A weak negative correlation was found between neuroticism and the average score, but statistically significant was limited. The study found that emotional stability plays an important role in students' psychological well-being and academic achievement. The article provides recommendations to increase students' emotional stability and discusses the importance of this property in improving the quality of education. The research results are considered as a scientific and practical basis for improving the professional and personal development of future pedagogical specialists. The study used version 29 of IBM SPSS Statistics for data analysis and processing. The program has created conditions for using various methods and tests that align with the study's objectives and enable reliable statistical conclusions. KolmogorovSmirnov and Shapiro-Wilk tests were performed to determine whether the data were consistent with the distribution. The Spearman rank correlation was calculated to assess the relationship between the variables, as the data did not follow a normal distribution. The reliability of Eysenck's survey scales was assessed using the a Cronbach's exponent. Descriptive statistics allowed us to determine the average, standard deviation, minimum, and maximum values of the main variables. These methods contributed to a deeper study of the personal and academic characteristics of the study participants. The methods used ensured the accuracy and reliability of the analysis and served as the basis for the results obtained.