Abstract
Personality dynamics are closely associated with the manner in which pupil teachers think, regulate their behaviour, respond to emotions and adjust to the demands of their academic and professional environments. Cognitive control and emotional intelligence may therefore serve as important psychological resources in the development of adaptive personality characteristics. The present study examined the relationships of cognitive control and emotional intelligence with personality dynamics and assessed their predictive contribution among pupil teachers. A quantitative descriptive survey based on a correlational-predictive research design was conducted with 120 pupil teachers selected through stratified random sampling. Data were obtained using measures of cognitive control, emotional intelligence and personality dynamics. Pearson’s product-moment correlation and multiple regression analysis were applied to examine the relationships and predictive effects of the study variables. The results indicated a strong positive and statistically significant association between cognitive control and personality dynamics (r = 0.736, p < 0.001). Emotional intelligence was also found to have a significant positive relationship with personality dynamics (r = 0.607, p < 0.001). Further analysis showed that cognitive control and emotional intelligence together explained 61.0% of the variance in personality dynamics (R2 = 0.610, F = 91.38, p < 0.001). Both variables contributed significantly to the prediction of personality dynamics, although cognitive control demonstrated a stronger predictive influence. The findings suggest that strengthening cognitive and emotional competencies during teacher preparation may promote self-regulation, adaptability, effective interpersonal functioning and professional readiness among future teachers.
Keywords: Cognitive Control, Emotional Intelligence, Personality Dynamics, Pupil Teachers, Teacher Education, Self-regulation.