In pre-service teachers, psychological well-being is crucial due to the academic and professional demands they face, which can be influenced by stress and burnout. However, resilience and emotional intelligence serve as essential resources for fostering adaptation and well-being. This study examines the relationships and contributions of emotional intelligence, resilience, stress, and burnout in predicting pre-service teachers' psychological well-being.

The sample included 307 students from the Undergraduate Degree in Early Childhood Education and Primary Education at the University of Alicante, 75% of whom were women. Data were collected using the Ryff Psychological Well-Being Scale (39 items), Trait Meta-Mood Scale (24 items), Connor-Davidson Resilience Scale (25 items), Remor Perceived Stress Scale (10 items), and Maslach Burnout Inventory (22 items).

Participants were informed about the study, provided consent, and completed questionnaires on demographics and study variables. The research was approved by the University of Alicante's Ethics Committee.

A correlational and predictive design was implemented to explore the relationships between psychological well-being, emotional intelligence (attention, clarity, and emotional regulation), resilience (resilience, ingenuity, and optimism), stress, and burnout (emotional exhaustion, depersonalization, and personal accomplishment). Pearson correlation analyses and a hierarchical regression model were employed to assess the incremental contribution of each block of variables to the prediction of psychological well-being. All analyses were conducted using SPSS software, version 29.

The results reveal significant correlations among the variables. Psychological well-being is positively associated with factors such as ingenuity and resilience, as well as clarity and emotional regulation. Conversely, stress, emotional exhaustion, and depersonalization exhibit negative correlations, while personal accomplishment is positively related to well-being.

The hierarchical regression analysis highlighted several key findings. In the first step, emotional intelligence explained 33% of the variance in well-being, with emotional clarity and regulation emerging as significant predictors. In the second step, the inclusion of resilience factors increased the variance explained to 63%. Ingenuity was the most significant predictor, followed by resilience, while emotional clarity remained significant. In the third step, the addition of stress raised the variance explained to 65%. Stress showed a significant negative relationship with well-being, while ingenuity and resilience remained key predictors. In the final step, the inclusion of burnout components increased the explained variance to 69%. Emotional exhaustion and depersonalization were negatively associated with well-being, while personal accomplishment was positively related. Resilience and ingenuity continued to be significant predictors.

These findings underscore the importance of resilience and emotional intelligence as key resources for promoting psychological well-being in pre-service teachers, as well as the negative impact of stress and burnout. The conclusions highlight the need to develop interventions aimed at strengthening these protective resources and managing risk factors such as stress and emotional exhaustion.

Acknowledgement:
This research was funded by MCIN/AEI/10.13039/501100011033/FEDER, UE (Project Ref. PID2021-125279OB-I00).

Keywords: Psychological well-being, pre-service teachers, emotional intelligence, resilience, stress, burnout.