Relationships between emotional intelligence, resilience, and critical thinking disposition among pre-service...

Critical thinking disposition (CTD) is essential for pre-service teachers, as it supports their ability and tendency to reflect on teaching practices and make informed decisions in their future professional roles. Emotional intelligence (EI) and resilience (RS), which can help pre-service teachers better manage emotions, cope with stress, and enhance cognitive flexibility, are considered potential predictors of CTD. However, research exploring how EI and RS directly or indirectly predict CTD remains limited. Furthermore, the heterogeneous effects of gender on these relationships have not been sufficiently investigated. This study explored the relationships involving EI, RS, and CTD among pre-service teachers. 598 pre-service teachers in southwestern China were recruited via cluster random sampling. Standardized self-report scales were used to collect data, including the Wong and Law Emotional Intelligence Scale (WLEIS), the 14-item Resilience Scale (RS-14), and the Employer-Employee Supported Critical Thinking Disposition Inventory (2ES-CTDI). Data analysis employed Partial Least Squares Structural Equation Modeling (PLS-SEM) and Multi-Group Analysis (PLS-MGA) to examine predictive relationships, mediation, and gender moderation effects. Results indicated that EI and RS significantly and positively predicted CTD, with RS acting as a partial mediator. Moreover, gender moderated the relationship between EI and CTD, showing a stronger effect among female participants. These findings highlight the importance and relevance of emotional integration, resilience training, and critical thinking development, while also considering gender-specific strategies. The results provide theoretical and practical insights for developing reflective and adaptive pre-service teachers in teacher education systems.