Hope and mental well-being predictors of teacher candidates in the pandemic: Career adaptation and optimism and academic self

Abstract

The pandemic process has led to differences in the education process, in many different areas. Along with the obligations and measures brought about by the pandemic process, online education has been included in the process. This situation affected the adaptation, attendance, and career process of the students closely. This study aimed to determine whether teacher candidates’ academic-self, career adaptability, and optimism predicted their dispositional hope and mental well-being during the pandemic when they received distance education. The sample consisted of 281 teacher candidates studying at education faculties of state universities in four different Turkey provinces. A convenience sampling method was used. Among the 281 participant students, 199 were female (70.6%), and 83 were male (29.4%). A predictive correlational design was used in the analysis. The data were collected with the Dispositional Hope Scale, Mental Well-being Scale, Matovu Academic-Self Concept Scale, Career Adaptability and Optimism Scale, and a personal information form. The study results indicated a significant relationship between the academic-self, career adaptability and optimism, dispositional hope, and mental well-being of final-year students. Besides, the teacher candidates’ academic-self, career adaptability, and optimism significantly predicted their dispositional hope and mental well-being. In this study, the academic and psychological effects of the process were examined simultaneously in the distance education process. It is thought that individual and group studies to increase the level of well-being and hope of senior students in their career planning will be effective.