Mella, NathalieNathalieMellaAudrin, CatherineCatherineAudrinBiémar, SandrineSandrineBiémarFischer, LineLineFischerRomainville, MarcMarcRomainvilleSander, DavidDavidSanderDan-glauser Elise2026-07-292026-07-292026-07-211573-19281381-2890https://hdl.handle.net/20.500.12162/15809Teachers’ socio-emotional competencies (SEC) are known to contribute to their well-being and classroom climate. Yet, little is known about how these competencies interact with their conception of teaching and their implicit theories about emotions. We addressed this gap using a network analysis from 263 preservice teachers to explore the interrelations between preservice teachers’ intra and interpersonal SEC, their conceptions of teaching, and their beliefs about utility, source and malleability of emotions in the classroom. Results show that a constructivist approach to teaching is positively associated with perceiving oneself as a key source of students’ emotional experiences, with this association occurring alongside higher valuation of positive emotions in learning contexts. Intrapersonal SEC is associated with beliefs in the malleability of students’ emotions and co-occurs with teachers’ perceived capacity to support students’ emotional regulation. The central position of malleability beliefs and intrapersonal competencies suggests that these dimensions are highly connected within this system and may represent priorities for future longitudinal or intervention research. Overall, the findings provide a basis for examining how emotional competencies and pedagogical conceptions become translated into classroom practices during teacher development.enType de référence::Article dans une revue scientifique10.1007/s11218-026-10263-51573-1928