Work-related coping behavior and experience patterns and their correlates in teacher education students: A qualitative study

Abstract

This qualitative study explores how Czech teacher education students with a high match to one of the four Work-Related Coping Behavior and Experience Patterns perceive their academic success, academic self-concept, and academic self-efficacy. Using semi-structured interviews with six prototypical representatives of patterns G, S, A, and B, the findings reveal distinct profiles consistent with previous quantitative research while adding nuanced insights, particularly regarding the challenges associated with the risk patterns A and B. The study provides preliminary evidence that enriches understanding of the nature of these patterns and their academic correlates, offering implications for teacher education and student support.