Impulsivity, Directive Attitude, and Social Competencies Among Students of Teacher Education: Comparison Across Gender and Teacher-Training Majors
DOI 10.24131/3724.260201
Abstract
Introduction: Psychological characteristics related to interpersonal functioning may be relevant in teacher education; however, relatively little is known about their configuration in students preparing for educational careers.
Research Aim: The study aimed to assess levels of impulsivity, directiveness, and multiple dimensions of social competence among teacher education students and to examine differences by gender and field of study, as well as to describe the normative competence profile of this population.
Method: The sample consisted of 250 students aged 18–45 enrolled in teacher education programs at the University of Wrocław. Participants completed standardized self-report measures of impulsivity, directiveness, and social competence. Group differences were examined using comparative tests, and norm-referenced scores were analyzed descriptively.
Results: Small but statistically significant gender differences were found: men scored higher on impulsivity, whereas women scored higher on cooperative competencies. No gender differences were observed for directiveness or other competence domains. Field of study was not associated with statistically significant differences in any measured variable. Norm-referenced analyses indicated a consistent profile characterized by elevated cooperative competencies and average levels in the remaining domains.
Conclusion: Teacher education students demonstrated substantial similarity across fields of study and a shared competence configuration emphasizing cooperation. The observed pattern should be treated as preliminary and requires replication in larger and more balanced samples.