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Shang C, Zhang Q, Pang X, Wei Y, Huang Y, Cui L. Emotion beliefs, emotion regulation strategies, and test anxiety of Chinese adolescents in grade 8: Evidence from physiological recordings during an exam. Stress Health 2024; 40:e3376. [PMID: 38265928 DOI: 10.1002/smi.3376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/14/2023] [Revised: 08/31/2023] [Accepted: 01/11/2024] [Indexed: 01/26/2024]
Abstract
Controllability beliefs and goodness beliefs about emotion are two fundamental emotion beliefs. The present study considered both controllability beliefs and goodness beliefs to examine whether and how the emotion beliefs of adolescents influence their test anxiety. Besides self-reported test anxiety (sr-TA), the present study measured heart rate (HR) and galvanic skin response (GSR) using custom-designed wristbands during an exam as indicators of state test anxiety. The GSR was further decomposed into the tonic skin conductance level and the transient skin conductance response. The results revealed that, after controlling the goodness beliefs about anxiety, the controllability beliefs about emotion were negatively related to sr-TA. This relationship was mediated by suppression. The controllability beliefs about emotion were directly related to the integration of transient skin conductance responses of 5 min before the exam. They were also indirectly related to the integration of transient skin conductance responses of the exam period, whether including the 5 min before the exam or not, and HR during certain periods through suppression. Therefore, adolescents' controllability beliefs about emotion may have important implications for their test anxiety.
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Affiliation(s)
- Chenyang Shang
- Learning and Cognition Key Laboratory of Beijing, School of Psychology, Capital Normal University, Beijing, China
| | - Qin Zhang
- Learning and Cognition Key Laboratory of Beijing, School of Psychology, Capital Normal University, Beijing, China
| | | | - Yun Wei
- Beijing No.65 Middle School, Beijing, China
| | - Yajie Huang
- Learning and Cognition Key Laboratory of Beijing, School of Psychology, Capital Normal University, Beijing, China
- School of Education, Fuyang Normal University, Fuyang, Anhui, China
| | - Lixia Cui
- Learning and Cognition Key Laboratory of Beijing, School of Psychology, Capital Normal University, Beijing, China
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Azzizadeh Forouzi M, Taebi M, Samarehfekri A, Rashidipour N. The effect of emotional freedom techniques on test anxiety in Iranian Paramedical students: a randomized controlled trial study. Ann Med Surg (Lond) 2024; 86:2745-2751. [PMID: 38694321 PMCID: PMC11060238 DOI: 10.1097/ms9.0000000000002023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2024] [Accepted: 03/24/2024] [Indexed: 05/04/2024] Open
Abstract
Background Based on evidences, there has been no study conducted on the effects of emotional freedom techniques on Iranian medical students. Therefore, the present study aims to investigate the impact of emotional freedom techniques on examination anxiety in Iranian nursing and allied students. Methods This randomized controlled clinical trial study was conducted in 2021. The sample included students from the School of Nursing and Midwifery and the School of Paramedical Sciences enroled from the second to eighth semesters. Based on inclusion criteria, 30 students were assigned to each group. The test anxiety questionnaire was utilized to assess the test anxiety of students. The educational sessions in the intervention group were structured according to the Church's educational package and were delivered in six non-face-to-face (online) sessions, each lasting 45 min, once a week. In the control group, no intervention was implemented. All statistical analyses were performed using IBM SPSS Statistics software version 24 (IBM SPSS Statistics). Results The mean age of students in the intervention and control groups were 25.22±1.85 and 22.80±1.80 years, respectively. After the intervention, the mean examination anxiety in the experimental group (50.88) significantly decreased to within the moderate range (25-75), compared to the mean examination anxiety in the control group (65.36) within the same range (P<0.001). Furthermore, the ANCOVA analysis indicated that the group and examination anxiety before the intervention were statistically significant. Conclusion This positive impact on test anxiety is particularly promising for medical sciences students, who often endure heightened stress levels due to the rigorous nature of their studies and the demands of their profession.
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Affiliation(s)
| | - Mozhgan Taebi
- Department of Anesthesiology, Faculty of Allied Medical Sciences
| | - Atena Samarehfekri
- Department of anesthesiology, Kerman University of Medical Sciences, Kerman, Iran
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Mahrous RM, Bugis BA, Sayed SH. Emotional Intelligence, Academic Motivation, and Achievement among Health Science Students in Saudi Arabia: A Self-Deterministic Approach. J Korean Acad Nurs 2023; 53:571-583. [PMID: 38204342 DOI: 10.4040/jkan.23028] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Revised: 09/21/2023] [Accepted: 10/04/2023] [Indexed: 01/12/2024]
Abstract
PURPOSE This study used a self-deterministic approach to explore the relationship between emotional intelligence (EI), academic motivation (AM), and achievement among health science students. METHODS A descriptive cross-sectional study was conducted in three cities of Saudi Arabia (Dammam, Riyadh, and Jeddah). A convenience sample of 450 students was incorporated using the multistage cluster sampling technique. The online survey contained three sections: students' basic data and academic achievement level, the modified Schutte self-report inventory, and the Academic Motivation Scale lowercase. RESULTS This study revealed moderate overall scores for EI (57.1%), AM (55.6%), and grade point average (GPA) (57.6%). The overall EI score, its domains, and GPA had significant positive correlations with overall AM and intrinsic and extrinsic motivation (p < .01). Amotivation had an insignificant correlation with GPA (p < .05), but it was negatively correlated with EI and its domains (p < .01). Multiple regression analysis proved that EI domains predicted 5.0% of GPA variance; emotions appraisal and expression (β = .02, p = .024), regulation (β = .11, p = .032), and utilization (β = .24, p < .01). EI domains also predicted 26.0% of AM variance; emotions appraisal and expression (β = .11, p = .04), regulation (β = .33, p < .01), and utilization (β = .23, p <.01). Moreover, AM predicted 4.0% of the variance in GPA; intrinsic (β = .25, p = .004) and extrinsic (β = .11, p = .022) motivation. AM also predicted 25.0% of the variance in EI: intrinsic (β = .34, p < .01) and extrinsic motivation (β = .26, p = .026). CONCLUSION EI and AM have a bidirectional influence on each other, significantly shaping the GPA of health sciences students in Saudi Arabia, where intrinsic motivation has a predominant role. Thus, promoting students' AM and EI is recommended to foster their academic achievement.
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Affiliation(s)
- Rasha Mohammed Mahrous
- Public Health Department, College of Health Sciences, Saudi Electronic University, Dammam, Saudi Arabia
- Virus and Phytoplasma Research Department, Plant Pathology Research Institute, Agricultural Research Center (ARC), Giza, Egypt
| | - Bussma Ahmed Bugis
- Public Health Department, College of Health Sciences, Saudi Electronic University, Dammam, Saudi Arabia
| | - Samiha Hamdi Sayed
- Public Health Department, College of Health Sciences, Saudi Electronic University, Dammam, Saudi Arabia
- Community Health Nursing Department, Faculty of Nursing, Damanhour University, Damanhour, Egypt.
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El Seifi OS, Albishi N, Albalawi GA, Alzahrani L, AlOmari LI, Albalawi DM, Alharbi SM, Albalawi NM. Relationship Between Emotional Intelligence and Academic Performance Among Medical Students at University of Tabuk (2021). Cureus 2023; 15:e49301. [PMID: 38957196 PMCID: PMC11218607 DOI: 10.7759/cureus.49301] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/23/2023] [Indexed: 07/04/2024] Open
Abstract
BACKGROUND There is a strong association between emotional intelligence (EI) and academic performance in medical students. OBJECTIVE This study aimed to explore the relationship between EI and academic performance among medical students at Tabuk University. METHODS This cross-sectional study was conducted among medical students in clinical years in the Faculty of Medicine, Tabuk University, Tabuk City, Kingdom of Saudi Arabia (KSA). Each study participant received a self-administered questionnaire composed of two parts: demographic data and the Schutte Self Report Emotional Intelligence Test (SSEIT). RESULTS The present study included 203 of the clinical-phase medical students. The academic achievement level was not associated with the students' gender (p = 0.194) or academic level (p = 0.278). Female students had a significantly higher total SSEIT score than male students (p < 0.001). The sixth-year students had a significantly higher perception of emotion than the fourth-year students (p = 0.029). Students with excellent academic achievement had higher mean scores for managing others' emotions (p = 0.004) and utilization of emotion compared to those with fair and very good levels (p = 0.042). CONCLUSIONS Some components of EI correlate with academic performance, gender, and academic level. Further research should be launched to assess the correlation between EI and academic performance among all medical students in all regions of KSA. Students can benefit by attending workshops and courses in universities to develop the students' EI because of its impact on their academic performance.
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Affiliation(s)
- Omnia S El Seifi
- Family and Community Medicine, University of Tabuk, Tabuk, SAU
- Community Medicine, Zagazig University, Zagazig, EGY
| | | | | | | | | | | | | | - Nouf M Albalawi
- General Practice, Ministry of Health Saudi Arabia, Tabuk, SAU
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Krakau L, Leuzinger-Bohleber M, Brähler E, Schmidt P, Rost F, Huber D, Klug G, Löffler-Stastka H, Rössler-Schülein H, Leichsenring F, Salzer S, Brockmann J, Jakobsen T, Ernst M, Beutel ME. Efficacy of high-intensity versus low-intensity psychoanalytically oriented long-term treatments and determinants of outcome: individual participant data Meta-analysis of Long-term Analytic treatment Studies (MeLAS). BMJ Open 2023; 13:e069332. [PMID: 37474167 PMCID: PMC10357799 DOI: 10.1136/bmjopen-2022-069332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/22/2023] Open
Abstract
INTRODUCTION Long-term psychodynamic/psychoanalytic psychotherapy (LTPP) is a prevalent treatment option for complex mental disorders. Yet, little is known about the role of treatment intensity in LTPP. We present a study protocol for a systematic review and individual participant data (IPD) meta-analysis aggregating and analysing individual data from randomised and quasi-experimental trials by meta-analysis. The purpose is to (1) determine the treatment effectiveness of LTPP with low versus high intensity (up to 2 weekly sessions vs three or more), (2) compare their joint effectiveness to shorter therapies and treatments as usual, (3) identify predictors and moderators of treatment outcomes and (4) determine reciprocal relationships between different outcome domains (symptomatic and structural/personality change) over the courses of LTPP. METHODS AND ANALYSIS We include studies from (randomised controlled trial, RCT) and quasi-experimental trials, where at least one condition was LTPP of high or low frequency. Long-term treatment is defined as ≥1 year or ≥50 sessions. To be eligible studies must include a standardised outcome measure of symptoms (global or disorder specific) with at least one proof of reliability. The primary outcome is symptom reduction (global or specific), secondary outcome criteria are reliable change, remission, functional capacities, personality, personality functioning and interpersonal pathology. Relevant studies will mainly be identified by searching relevant databases: PubMed, PsycINFO (via EBSCO), Web of Science (via Elsevier), Chochrane's Central Register of Controlled Trials (via Wiley). Risk of bias will be evaluated in line with the Cochrane assessments tools for quasi-experimental trials and RCTs, respectively. ETHICS AND DISSEMINATION Aggregation of data from primary trials collected based on ethics votes. Dissemination into clinical practice via open access publications of findings. PROSPERO REGISTRATION NUMBER CRD42022304982; Pre-results.
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Affiliation(s)
- Lina Krakau
- Psychosomatic Medicine and Psychotherapy, University Medical Center of The Johannes Gutenberg University, Mainz, Germany
| | - Marianne Leuzinger-Bohleber
- Psychosomatic Medicine and Psychotherapy, University Medical Center of The Johannes Gutenberg University, Mainz, Germany
| | - Elmar Brähler
- Psychosomatic Medicine and Psychotherapy, University Medical Center of The Johannes Gutenberg University, Mainz, Germany
- Department of Psychiatry and Psychotherapy Leipzig, Leipzig University Medical Center, Leipzig, Germany
| | - Peter Schmidt
- Psychosomatic Medicine and Psychotherapy, University Medical Center of The Johannes Gutenberg University, Mainz, Germany
| | - Felicitas Rost
- Tavistock and Portman NHS Foundation Trust, London, UK
- School of Psychology and Psychotherapy, Faculty of Arts and Social Sciences, The Open University, Milton Keynes, UK
| | - Dorothea Huber
- Department of Clinical Psychology and Psychosomatics, International Psychoanalytic University, Berlin, Germany
| | | | | | | | - Falk Leichsenring
- Department of Psychosomatics and Psychotherapy, University of Giessen, Giessen, Germany
| | - Simone Salzer
- Clinical Psychology and Psychoanalysis, International Psychoanalytic University, Berlin, Germany
| | | | | | - Mareike Ernst
- Department of Clinical Psychology, University of Klagenfurt, Klagenfurt am Wörthersee, Austria
| | - Manfred E Beutel
- Psychosomatic Medicine and Psychotherapy, University Medical Center of The Johannes Gutenberg University, Mainz, Germany
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Pilotti MAE, El Alaoui K, Waked AN. Battling Unawareness of One's Test Performance: Do Practice, Self-Efficacy, and Emotional Intelligence Matter? Behav Sci (Basel) 2023; 13:bs13030275. [PMID: 36975301 PMCID: PMC10045345 DOI: 10.3390/bs13030275] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Revised: 03/07/2023] [Accepted: 03/16/2023] [Indexed: 03/29/2023] Open
Abstract
The "Dunning-Kruger effect" refers to the tendency of poor performers to overestimate test outcomes. Although a widespread phenomenon, questions exist regarding its source and sensitivity to countermeasures. The present field study aimed to (a) examine whether practice with tests used in previous classes can enhance students' ability to estimate test outcomes, (b) determine the main source of the effect (i.e., is it unawareness of one's readiness or wishful thinking?), and (c) assess the extent to which particular individual differences can be used as predictors of test performance. In this study, participants practiced with old tests and then completed the final exam. Before and after the exam, they predicted their grades and indicated their subjective confidence in the predictions made. Furthermore, participants' emotional intelligence and self-efficacy about their academic abilities were surveyed. Results suggested that poor performers were not unaware of their test preparation, but rather engaged in wishful thinking. In fact, although they overestimated their test grades, their estimates not only improved after completing the final test but also were regarded with little confidence. Overall, estimation bias was a good predictor of students' final test performance, whereas subjective confidence and emotional intelligence only weakly predicted such performance. Thus, if proactive interventions are to be developed for at-risk students, performance-estimation tasks may offer valuable information regarding such students' future performance in a course much more than emotional intelligence and self-efficacy measures.
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Affiliation(s)
- Maura A E Pilotti
- College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia
| | - Khadija El Alaoui
- College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia
| | - Arifi N Waked
- College of Sciences and Human Studies, Prince Mohammad Bin Fahd University, P.O. Box 1664, Al Khobar 31952, Saudi Arabia
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Mašková I. Work-related coping behaviour and experience patterns in university students: a review of 20 years of research. Front Psychol 2023; 14:1062749. [PMID: 37143596 PMCID: PMC10151672 DOI: 10.3389/fpsyg.2023.1062749] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2022] [Accepted: 04/03/2023] [Indexed: 05/06/2023] Open
Abstract
Work-related coping behaviour and experience patterns (WCEP) is the conceptualisation of personal experience with occupational stress and of the typical behavioural responses for coping with such stress. The objective of this review, which is based on 69 references that used the WCEP inventory in university students, is to offer a comprehensive overview of the findings on WCEP and their correlates in the student population. The results of the published studies consistently show that female students, teacher education students (compared to medical students) and students who receive insufficient social and financial support are at greater risk for being assigned to work-related patterns that indicate vulnerability to burnout and occupational health issues. Moreover, students assigned to these patterns, especially to the resigned (burnout) pattern, are prone to manifest other negative characteristics, such as less adaptive personality traits and coping strategies, vulnerability to stress, lower quality motivation, lack of commitment to the chosen career and suitability for the profession, and impaired physical and mental health. In contrast, the most desirable correlates, such as adaptive personality traits, higher quality motivation, commitment to the chosen career, suitability for the profession, stress resistance, adaptive coping and better physical and mental health, were related to the healthy ambitious pattern. Nevertheless, further research is needed to analyse work-related coping behaviour and experience patterns beyond the German speaking population to increase the generalisability of the findings.
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Xu C, Wang Q. The Relationships of Creative Coping and College Students' Achievement Emotions and Academic Stress: The Mediating Role of Psychological Capital. J Intell 2022; 10:jintelligence10040126. [PMID: 36547513 PMCID: PMC9781299 DOI: 10.3390/jintelligence10040126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Revised: 12/06/2022] [Accepted: 12/12/2022] [Indexed: 12/23/2022] Open
Abstract
Creative coping is the use of creativity as a positive strategy when facing stress. The existing empirical investigation of creative coping is scarce, particularly in the field of educational psychology. The present study aims to explore the relationships of college students' creative coping and their achievement emotions and academic stress as well as the underlying mechanism. The sample included 780 Chinese college students. The Creative Coping Scale, Positive Psychological Capital Questionnaire, Learning Stress Inventory for College Students, and the short version of the Achievement Emotions Questionnaire were used. Statistical results showed that creative coping was positively related with students' positive achievement emotions and negatively related with negative achievement emotions, but insignificantly with academic stress. Moreover, psychological capital played a mediating role in the relationship between creative coping and achievement emotions and in the relationship between creative coping and academic stress with a suppression effect.
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Redondo-Flórez L, Clemente-Suárez VJ. Psychophysiological Stress Response of Novel Students in Chemical Laboratory Practices. J PSYCHOPHYSIOL 2022. [DOI: 10.1027/0269-8803/a000314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
Abstract. The aim of the present study was to analyze the psychophysiological stress response of novel pharmacy and biotechnology students in chemistry laboratory practices. Autonomic stress response was analyzed in 66 students by considering heart rate variability (HRV) values before, during, and after their first laboratory practice, as well as their distress perception before and after this activity. In the laboratory practice, students had to deal with toxic products, sharp objects, or irritating substances while being examined by the teachers. Consistent with a large anticipatory anxiety response at the beginning of the practice, results showed low HRV values, generally related to a typical sympathetic modulation. This sympathetic effect persisted during the entire laboratory practice. Moreover, just after the end of the practice, there was an attenuation of the sympathetic activation and a takeover by the parasympathetic system, as revealed by the increase of HRV parameters. Laboratory practices performed by novel Pharmacy and Biotechnology students did not produce the expected habituation response at psychophysiological level since, in addition to an anticipatory anxiety response observed prior to the laboratory practice, a high sympathetic autonomic activation was observed during the whole practice. In brief, using HRV parameters could be a useful tool to analyze stress responses in students and to help them with new strategies to improve routine evaluation procedures.
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Affiliation(s)
| | - Vicente Javier Clemente-Suárez
- Faculty of Sports Sciences, Universidad Europea de Madrid, Spain
- Grupo de Investigación en Cultura, Educación y Sociedad, Universidad de la Costa, Barranquilla, Colombia
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10
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Hong JC, Tai KH, Hwang MY, Lin CY. Social comparison effects on students’ cognitive anxiety, self-confidence, and performance in Chinese composition writing. Front Psychol 2022; 13:1060421. [DOI: 10.3389/fpsyg.2022.1060421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2022] [Accepted: 10/24/2022] [Indexed: 11/17/2022] Open
Abstract
Social comparison is a mind-altering determinant that affects students’ learning behavior. To understand the effect, three instructional approaches to teaching Chinese writing skills were designed and implemented in this study: (1) The No Comparison Group (NCG): students were asked to complete compositions on their own; (2) The Upward Comparison Group (UCG): superior composition examples were provided and the students were asked to write compositions on the same topics; and (3) The Downward Comparison Group (DCG): inferior examples were provided for students to critique. Taiwanese junior high school ninth graders participated in three groups, and wrote compositions on six themes. The results revealed that the Chinese composition writing (CCW) skills of the students in the UCG and DCG improved significantly more than those of the students in the NCG. Composition-prompted cognitive anxiety in the DCG declined substantially. The results imply that adopting upward and downward comparisons for students to practice Chinese composition is worth adopting in writing lessons.
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Okwuduba EN, Abd Rauf RA, Zulnaidi H, Nwosu KC. Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students. Heliyon 2022; 8:e10546. [PMID: 36110229 PMCID: PMC9468389 DOI: 10.1016/j.heliyon.2022.e10546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 11/06/2021] [Accepted: 08/31/2022] [Indexed: 11/28/2022] Open
Abstract
Literature is unequivocal about the relevance of promoting lifelong learning (LLL) intentions among adult learners. However, what is less certain in remedial education literature is how faculty members play a critical role in motivating the tendencies for LLL among remediated science students, especially in the developing countries. Therefore, this study investigated the contributions of faculty caring and student engagement to remediated science students' perceived LLL tendencies. Correlational research design was used to measure and gauge the level of the relationships amongst the studying variables. A total of 443 continuing education programme students in Nigeria participated in the study. By using AMOS v. 24 and SPSS v. 26 statistical tools for data analyses, we found a high level of student-perceived faculty caring, student engagement components and LLL tendencies. Multilevel regression analyses indicated that the dimensions of students' LLL tendencies (motivation and perseverance) were positively predicted by faculty caring and student engagement dimensions, such as vigour, absorption and dedication. In the final models, the predictor variables could explain some substantive proportions of motivation and perseverance dimensions of LLL tendencies. Our study findings reveal that faculty caring plays a significant role in motivating students' academic engagement and the tendencies for LLL in higher education. Therefore, educational intervention that gears towards improving student academic engagement has a practical implication in enhancing LLL tendencies amongst higher education science students. Hence, the study findings could inspire various educational practitioners to encourage effective academic engagement amongst higher education science students. Directions for further research were suggested.
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Affiliation(s)
- Emmanuel Nkemakolam Okwuduba
- Department of Mathematics and Science Education, Faculty of Education, University Malaya, 50603, Kuala Lumpur, Malaysia
| | - Rose Amnah Abd Rauf
- Department of Mathematics and Science Education, Faculty of Education, University Malaya, 50603, Kuala Lumpur, Malaysia
| | - Hutkemri Zulnaidi
- Department of Mathematics and Science Education, Faculty of Education, University Malaya, 50603, Kuala Lumpur, Malaysia
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12
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Ashraf MA, Iqbal J, Arif MI, Asghar MZ. Fostering ICT Competencies in Blended Learning: Role of Curriculum Content, Material, and Teaching Strategies. Front Psychol 2022; 13:758016. [PMID: 35859825 PMCID: PMC9290523 DOI: 10.3389/fpsyg.2022.758016] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Accepted: 05/27/2022] [Indexed: 12/02/2022] Open
Abstract
The study examined the direct and indirect influence of information communication technology (ICT)-integrated curriculum content, material, and teaching strategies on ICT competencies of students in blended learning. The ICT-integrated teaching strategies were used as a mediator in between the relationships of curriculum content, material, and ICT competencies. We used a survey questionnaire containing 26 items on the variables of research in this study. The data were collected from six universities in the Hunan Province of China. The target population consisted of undergraduate students of blended learning. In total, 486 participants participated in the study. Partial least squares-structural equation modeling (PLS-SEM) was applied to measure the relationships among variables. The results revealed that there were significant and positive relationships among ICT-integrated curriculum content, material, teaching strategies, and ICT competencies of students. Furthermore, it was also revealed that ICT-integrated teaching strategies in blended learning mediated the relationships in between ICT integrated curriculum content, material, and ICT competencies. It was concluded that the effective curriculum content, curriculum material, and teaching strategies are the critical predictors of ICT competencies. Moreover, teaching strategies worked as an intervening factor between the curriculum content, curriculum material, and ICT competencies. The practical implications and directions for future research are also presented in this study.
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Affiliation(s)
| | - Javed Iqbal
- Department of Education, University of Management and Technology, Lahore, Pakistan
- *Correspondence: Javed Iqbal
| | | | - Muhammad Zaheer Asghar
- Department of Education, University of Management and Technology, Lahore, Pakistan
- Department of Teacher Education, University of Helsinki, Helsinki, Finland
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Henderson B, Chipchase L, Aitken R, Lewis LK. Consensus marking as a grading method for the development of evaluative judgement: Comparing assessor and students. Nurse Educ Pract 2022; 63:103386. [PMID: 35772306 DOI: 10.1016/j.nepr.2022.103386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 05/09/2022] [Accepted: 06/20/2022] [Indexed: 11/24/2022]
Abstract
AIM This study explored postgraduate nursing students' perceptions, anxiety and satisfaction of an innovative and novel grading method for online vivas, consensus marking, compared with traditional assessor judgement. BACKGROUND Reflection, self-evaluation and feedback conversations have the potential to develop nursing students' evaluative judgement. Consensus marking is a novel method of grading students' performance that supports students to reflect, self-evaluate and grade their own work. Active engagement in a feedback dialogue supports students to calibrate their self-evaluation to the required standard in a grade negotiation. Through this approach, students are supported to develop evaluative judgement and lifelong learning skills. DESIGN A convergent mixed-methods parallel research design was used. METHODS Students enrolled in a postgraduate emergency nursing unit of study completed two online viva assessments. One viva was graded using traditional assessor judgement and the other used consensus marking, involving a two-way feedback dialogue, where students had an opportunity to actively engage in grading their own work with the assessor. Student perceptions of each grading method were explored through semi-structured interviews. Interview data were analysed thematically using a six-stage approach. Student anxiety and satisfaction were measured pre- and post each viva using valid and reliable questionnaires. Non-parametric analyses explored differences in anxiety and satisfaction between the two grading methods. Alpha was set at 0.05. RESULTS Forty-six participants had complete data for anxiety and satisfaction across both test occasions (82%) and were included in the analysis. Of these, 13 students participated in follow up interviews. Students perceived that the ability to self-evaluate performance and discuss their grade with the assessor using consensus marking was less hierarchical and similar to a collegial debrief. Student anxiety was significantly lower prior to consensus marking compared with the assessor judged viva (p < 0.001). Students were significantly more satisfied with consensus marking compared with assessor judgement (p < 0.01). CONCLUSIONS Consensus marking created an opportunity for students to identify knowledge deficits through reflection and self-evaluation of their own performance prior to external judgement. Students were more satisfied and less anxious with the consensus marking grading method compared with traditional assessor judgement. These findings have implications for the development and application of new grading methods in nursing education to facilitate the development of evaluative judgement.
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Affiliation(s)
- Bridget Henderson
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Australia.
| | - Lucy Chipchase
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Australia.
| | - Robyn Aitken
- College of Medicine and Public Health, Flinders University, Australia.
| | - Lucy K Lewis
- Caring Futures Institute, College of Nursing and Health Sciences, Flinders University, Australia.
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Thomas CL, Heath JA. Using latent profile analysis to investigate emotional intelligence profiles in a sample of American university students. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22731] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
| | - Joshua A. Heath
- Institute of Translational Health Sciences University of Washington Seattle Washington USA
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Exploring the Association between Emotional Intelligence and Academic Performance and Stress Factors among Dental Students: A Scoping Review. Dent J (Basel) 2022; 10:dj10040067. [PMID: 35448061 PMCID: PMC9026633 DOI: 10.3390/dj10040067] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 03/22/2022] [Accepted: 03/30/2022] [Indexed: 01/10/2023] Open
Abstract
Background: Numerous studies have been conducted to explicate the scope of emotional intelligence in educational success and coping with stress in different academic sectors, but very few have been conducted with dental students. This scoping review aimed to ascertain the role of emotional intelligence in academic performance and stress factors among dental students. Methods: All publications in the English language between 2001 and 2020 were retrieved employing MeSh keywords. Academic resources such as Pubmed, Pubmed Central, EMBASE, Web of Science, EBSCO-Host, Cochrane, PROSPERO, and ARU E-library were comprehensively searched for empirical research. One thousand, three hundred and fifty-nine papers were screened according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards for inclusion and exclusion criteria. These publications were then evaluated further by deleting duplicates, examining full-text articles, and conducting an abstract assessment. This review included a critical appraisal of 24 articles. Results: The narrative analysis method was applied to evaluate the data retrieved from publications regarding EI, academic performance, and stress factors. The review found that EI had a greater impact on the educational success of dental students throughout their clinical years. Moreover, EI may be a key tool in coping with stress and negative emotions. Higher EI scores were shown to be associated with better performance in organizational and leadership abilities, which are important for career advancement. Conclusion: The review suggested including EI training in the dental curriculum. Furthermore, EI should be used as a selection criterion for admission to dental education.
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Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24. SUSTAINABILITY 2022. [DOI: 10.3390/su14063142] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
The outbreak of the global pandemic derived from COVID-19 in early 2020 has represented a huge loss of social contact for most young people. The extent of these effects is still unknown, so it is necessary to ask what the effect of this new, unforeseen, and prolonged situation on the management of emotional intelligence in university students is. This study aims to compare the academic performance, test anxiety (before and during the online exams), and emotional intelligence of 91 students in a university Master’s degree program after the outbreak of the COVID-19 pandemic. The emotional intelligence was measured by the TMMS-24, the academic performance was compiled in common subjects, and test anxiety was measured by self-assessment just after finishing each online exam. The comparisons between the variables were made through means difference contrasts using Mann–Whitney U, Kruskal–Wallis, and One-way ANOVA and Spearman’s rank correlation coefficient as a non-parametric test for correlational analysis. The results show that the COVID-19 pandemic has not modified how these three variables are related, so it can be concluded that the prolonged social isolation suffered by young people has not had negative repercussions on their emotional intelligence, anxiety before exams, and academic performance.
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Zarifsanaiey N, Mehrabi Z, Kashefian-Naeeini S, Mustapha R. The effects of digital storytelling with group discussion on social and emotional intelligence among female elementary school students. COGENT PSYCHOLOGY 2022. [DOI: 10.1080/23311908.2021.2004872] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Affiliation(s)
- Nahid Zarifsanaiey
- Associate Professor, Department of E-learning, Virtual School, and Center of Excellence for e-Learning in Medical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Zahra Mehrabi
- Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
| | - Sara Kashefian-Naeeini
- Assistant Professor, Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
- Philosophy of Life and Healthy Lifestyle Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Ramlee Mustapha
- Professor, Department of Engineering Technology, Faculty of Technical and Vocational Education, Sultan Idris Education University, Kuala Lumpur, Malaysia
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Iqbal J, Asghar MZ, Ashraf MA, Yi X. The Impacts of Emotional Intelligence on Students' Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19. Behav Sci (Basel) 2022; 12:14. [PMID: 35049625 PMCID: PMC8773199 DOI: 10.3390/bs12010014] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 12/21/2021] [Accepted: 12/30/2021] [Indexed: 12/10/2022] Open
Abstract
Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students' emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.
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Affiliation(s)
- Javed Iqbal
- School of Education, Guangzhou University, Guangzhou 510006, China; (J.I.); (X.Y.)
| | - Muhammad Zaheer Asghar
- Department of Education, University of Helsinki, 00014 Helsinki, Finland
- School of Doctorate, Education & ICT (e-Learning), Universitat Oberta de Catalunya, 08018 Barcelona, Spain
- Department of Education, University of Management and Technology, Lahore 54700, Pakistan
| | | | - Xie Yi
- School of Education, Guangzhou University, Guangzhou 510006, China; (J.I.); (X.Y.)
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Davoodabadi-Farahani M, Yusefi Avrand M, Nouruzi E. The effect of group counseling based on emotional intelligence in the prevention of postpartum depression. JOURNAL OF NURSING AND MIDWIFERY SCIENCES 2022. [DOI: 10.4103/jnms.jnms_60_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023] Open
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20
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You M, Laborde S, Vaughan RS, Salinas A. Influence of personality and emotional competences on academic performance: direct and indirect pathways mediated by perceived stress. CURRENT ISSUES IN PERSONALITY PSYCHOLOGY 2021; 10:61-70. [PMID: 38013754 PMCID: PMC10535623 DOI: 10.5114/cipp.2021.111423] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Revised: 10/06/2021] [Accepted: 11/09/2021] [Indexed: 11/29/2023] Open
Abstract
BACKGROUND Among the factors influencing academic performance (AP), individual differences at the trait level such as personality and emotional competences (EC) have been found to play a critical role, similarly to state variables such as perceived stress (PS). Participants And Procedure The aim of this study was to clarify whether the influence of personality (Big Five) and EC on AP (general point average) is direct and/or mediated via PS. 537 undergraduate students from a French university (112 male and 425 female, Mage = 19.84 years, SDage = 1.74 years, range = 18-30 years; first year: n = 293, 55%; second year: n = 162, 30%, third year: n = 82, 15%) filled out the test battery around three weeks before the final examination. RESULTS Path analysis showed that AP was directly predicted by conscientiousness (+), neuroticism (+), extraversion (-) and perceived stress (-), while perceived stress was predicted by neuroticism (+) and by intrapersonal EC (-). CONCLUSIONS The results illustrate the robust influence of conscientiousness on AP, while EC was not found to influence AP directly, but indirectly via its effect on PS.
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Affiliation(s)
- Min You
- Department of Psychology, EA 3918 CERREV, University of Caen Normandy, Caen, France
| | - Sylvain Laborde
- Department of Performance Psychology, Institute of Psychology, German Sport University Cologne, Cologne, Germany
- EA 4260 CesamS, University of Caen Normandy, Caen, France
| | - Robert Samuel Vaughan
- School of Psychological and Social Sciences, York Saint John University, York, United Kingdom
| | - Agnès Salinas
- Department of Psychology, EA 3918 CERREV, University of Caen Normandy, Caen, France
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21
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Freyhofer S, Ziegler N, de Jong EM, Schippers MC. Depression and Anxiety in Times of COVID-19: How Coping Strategies and Loneliness Relate to Mental Health Outcomes and Academic Performance. Front Psychol 2021; 12:682684. [PMID: 34759855 PMCID: PMC8572913 DOI: 10.3389/fpsyg.2021.682684] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Accepted: 09/27/2021] [Indexed: 12/28/2022] Open
Abstract
The link between depression, anxiety, and loneliness has been well established in the literature. Yet, the performance consequences of these negative mental health outcomes and the role of coping behaviors, as well as behavioral consequences such as procrastination as mediators have received far less research attention. Due to the COVID-19 social isolation restrictions, people are at risk of falling into a negative mental health spiral that can also affect their performance over time. The purpose of this longitudinal study among 881 first-year bachelor students is to explore the mechanisms by which loneliness, coping strategies in the context of COVID-19, mental health outcomes and procrastination sequentially mediate the relationship depression and anxiety on the one hand, and academic performance on the other hand. We measured mental health variables several times during the COVID-19 crisis and assessed how this translates into academic performance at the end of the academic year. By performing exploratory and confirmatory factor analyses, three high-order factors for the coping strategies in the context of the COVID-19 crisis were identified, namely maladaptive coping, adaptive coping, and supportive coping. Structural equation modeling was used to test the sequential mediational model. The results showed that maladaptive coping strategies employed at T2 during the lockdown, but not adaptive or supportive coping partially mediate the trajectories of depression (T1) and anxiety (T1). Loneliness (T2) partially mediated the trajectory of depression and anxiety (T1), and procrastination fully mediated the impact of depression (T3) on academic performance (T4). These results help understand the mechanisms that influence mental health and academic performance outcomes in response to the COVID-19 crisis. Based on the study outcomes, educational researchers can test strategies to reduce the adverse effects of stressful situations in learning environments by targeting maladaptive coping behaviors and procrastination.
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Affiliation(s)
- Sebastian Freyhofer
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
| | - Niklas Ziegler
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
| | - Elisabeth M de Jong
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
| | - Michaéla C Schippers
- Department of Technology and Operations Management, Rotterdam School of Management, Erasmus University, Rotterdam, Netherlands
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22
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Xiao F, Sun L, Zeng Y, Zhan J. Examining the association between two aspects of grit and test anxiety among Chinese University students. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-02393-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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23
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Lei W, Zhang H, Deng W, Wang H, Shao F, Hu W. Academic self-efficacy and test anxiety in high school students: A conditional process model of academic buoyancy and peer support. SCHOOL PSYCHOLOGY INTERNATIONAL 2021. [DOI: 10.1177/01430343211039265] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Based on social cognitive theory and ecological systems theory, this study constructed a conditional process model to explore the relationship between academic self-efficacy and test anxiety as well as underlying psychological mechanisms through academic buoyancy and peer support. A sample of Chinese high school students ( N = 560) completed questionnaires assessing academic self-efficacy, academic buoyancy, peer support, and test anxiety. Structural equation modeling (SEM) revealed an indirect effect of academic self-efficacy on test anxiety through academic buoyancy. Moreover, the results of the conditional process analysis demonstrated that this indirect effect was moderated by peer support. The findings suggested that both personal positive psychological characteristics (e.g., academic buoyancy) and school environmental factors (e.g., peer support) are protective factors for test anxiety in high school students. Limitations and implications for future research are discussed.
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Affiliation(s)
- Weina Lei
- Center for Teacher Professional Ability Development, Shaanxi Normal University, China; School of Education, Shaanxi Normal University, China
| | - Huan Zhang
- Center for Teacher Professional Ability Development, Shaanxi Normal University, China
| | - Wenbo Deng
- Center for Teacher Professional Ability Development, Shaanxi Normal University, China; School of Education, Shaanxi Normal University, China
| | - Hongyan Wang
- School of Education Science, Weinan Normal University, China
| | - Faxian Shao
- Center for Teacher Professional Ability Development, Shaanxi Normal University, China
| | - Weiping Hu
- Center for Teacher Professional Ability Development, Shaanxi Normal University, China; National Innovation Center for Assessment of Basic Education Quality, Beijing Normal University, China
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24
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Psychometric properties of the persian trait emotional intelligence questionnaire (P-TEIQue). CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-019-00218-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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Okwuduba EN, Nwosu KC, Okigbo EC, Samuel NN, Achugbu C. Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students. Heliyon 2021; 7:e06611. [PMID: 33869848 PMCID: PMC8035518 DOI: 10.1016/j.heliyon.2021.e06611] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2020] [Revised: 11/15/2020] [Accepted: 03/24/2021] [Indexed: 11/25/2022] Open
Abstract
Provision of equitable access to university education is the primary goal of pre-university education. Academically weak students stand to benefit more from pre-university program. However, available literature on effectiveness of the program revealed that high percentage of students still fail pre-university courses. Although the role of psycho-emotional factors on student academic performance has been highlighted, mechanism through which psycho-emotional factors impact on academic performance of pre-university science students is still not clear to offer adequate insights for proper intervention program. Therefore, we examined the pre-university students' academic performance in sciences in relation to Emotional Intelligence (EI) (Interpersonal EI and Intrapersonal EI) and Self-directed Learning (SDL). Specifically, a correlational study design was conducted to measure and gauge the level of relationships amongst Interpersonal EI, Intrapersonal EI, SDL and academic performance of pre-university students. The participants were 443 Nigerian students enrolled in pre-university science program. Students' self-report on EI and SDL were gathered and analyzed using SPSS 26 and AMOS 24. Exploratory and confirmatory factor analysis were performed to determine cross-cultural validity of the instruments in the Nigerian context. After controlling for gender and age, the hierarchical regression analysis reveals that student academic performance was positively predicted by perceived Interpersonal and Intrapersonal EI, whereas self-directed learning has an inconsistent predictive impact at different steps in the model. Overall, the predictor variables were able to explain substantial proportion of students’ academic performance in pre-university program. Insightful suggestions were made.
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Affiliation(s)
| | | | | | | | - Chinwe Achugbu
- Science Education Department, Nnamdi Azikiwe University, Awka, Nigeria
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26
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Lin B, Prickett C, Woltering S. Feasibility of using a biofeedback device in mindfulness training - a pilot randomized controlled trial. Pilot Feasibility Stud 2021; 7:84. [PMID: 33762016 PMCID: PMC7988913 DOI: 10.1186/s40814-021-00807-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2019] [Accepted: 03/01/2021] [Indexed: 11/10/2022] Open
Abstract
Background Stress can negatively impact an individual’s health and well-being and high levels of stress are noted to exist among college students today. While traditional treatment methods are plagued with stigma and transfer problems, newly developed wearable biofeedback devices may offer unexplored possibilities. Although these products are becoming commonplace and inexpensive, scientific evidence of the effectiveness of these products is scarce and their feasibility within research contexts are relatively unexplored. Conversely, companies are not required, and possibly reluctant, to release information on the efficacy of these products against their claims. Thus, in the present pilot, we assess the feasibility of using a real-time respiratory-based biofeedback device in preparation for a larger study. Our main aims were to assess device-adherence and collaboration with the company that develops and sells the device. Method Data were collected from 39 college students who self-identified as experiencing chronic stress at a Southwestern university in the USA. Students were randomized into either a mindfulness-only control group without a biofeedback device (n = 21), or an experimental group with biofeedback device (n = 18). Both groups received mindfulness meditation training. Pre-test and post-test procedures were conducted 2 weeks apart. Further, both participant compliance and company compliance were assessed and collaboration with the company was evaluated. Results Participant device-adherence as well as the company’s collaboration necessary for a full-scale study was determined to be low. This may also have affected our results which showed a strong main effect for time for all outcome variables, suggesting all groups showed improvement in their levels of stress after the intervention period. No group by time effects were identified, however, indicating no added benefit of the biofeedback device. Conclusions Our findings suggest feasibility of future studies requires full collaboration and detailed and agreed upon data sharing procedures with the biofeedback company. The particular device under investigation added no value to the intervention outcomes and it was not feasible to continue a larger-scale study. Further, as the technology sector is innovating faster than it can validate products, we urge for open science collaborations between public and private sectors to properly develop evidence-based regulations that can withstand technological innovation while maintaining product quality, safety, and effectiveness. Trial registration NCT02837016. Registered 19 July 2016. Supplementary Information The online version contains supplementary material available at 10.1186/s40814-021-00807-1.
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Affiliation(s)
- Brenna Lin
- Department of Educational Psychology, Texas A&M University, 718B Harrington Tower, TAMU, College Station, TX, 77843-4225, USA
| | - Christopher Prickett
- Department of Educational Psychology, Texas A&M University, 718B Harrington Tower, TAMU, College Station, TX, 77843-4225, USA
| | - Steven Woltering
- Department of Educational Psychology, Texas A&M University, 718B Harrington Tower, TAMU, College Station, TX, 77843-4225, USA.
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Rice K, Rock AJ, Murrell E, Tyson GA. The prevalence of psychological distress in an Australian TAFE sample and the relationships between psychological distress, emotion-focused coping and academic success. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2021. [DOI: 10.1080/00049530.2021.1883408] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Kylie Rice
- School of Psychology, University of New England, Armidale, Australia
| | - Adam J. Rock
- School of Psychology, University of New England, Armidale, Australia
| | | | - Graham A. Tyson
- School of Psychology, Charles Sturt University, Bathurst, Australia
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Roos AL, Goetz T, Krannich M, Jarrell A, Donker M, Mainhard T. Test anxiety components: an intra-individual approach testing their control antecedents and effects on performance. ANXIETY STRESS AND COPING 2020; 34:279-298. [PMID: 33228386 DOI: 10.1080/10615806.2020.1850700] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
BACKGROUND AND OBJECTIVES Although anxiety consists of multiple components, including cognitive, affective, motivational, and physiological, and some findings suggest that there might be differences regarding their control antecedents and effects on performance, previous studies have largely neglected to examine these components separately and for reasons of convenience often assessed test anxiety as a unified construct using a single-item. Therefore, this study investigated the different test anxiety components with the goal to: (1) examine the relative impact of the anxiety components in the mediating mechanism that connects control and performance - as proposed by Pekrun's control-value theory, and (2) determine which specific anxiety component is underlying common single-item anxiety measures. METHODS The research questions were investigated using an intra-individual approach in a sample of N = 137 German 8th graders during a mathematics exam. RESULTS As expected, control was negatively related to all anxiety components, but associations varied in strength. Additionally, the components differed in their relative impact on performance, with the cognitive component being central for this outcome. Furthermore, common single-item measures seem to specifically assess the affective component, and thus not the component most relevant for test performance. CONCLUSION Consequently, our study strongly recommends to distinguish between the anxiety components depending on the research question at hand.
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Affiliation(s)
- Anna-Lena Roos
- Institute for Research and Development of Collaborative Processes, School of Applied Psychology, University of Applied Sciences and Arts Northwestern Switzerland FHNW, Olten, Switzerland
| | - Thomas Goetz
- Faculty of Psychology, Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria
| | - Maike Krannich
- Teaching and Educational Technology, Institute of Education, University of Zurich, Zurich, Switzerland
| | - Amanda Jarrell
- Department of Educational and Counselling Psychology, McGill University, Montreal, Canada
| | - Monika Donker
- Department of Education, Utrecht University, Utrecht, the Netherlands
| | - Tim Mainhard
- Department of Education, Utrecht University, Utrecht, the Netherlands
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Lowe PA. The Test Anxiety Measure for College Students-Short Form: Development and Examination of Its Psychometric Properties. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2020. [DOI: 10.1177/0734282920962947] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
A short form of the 43-item Test Anxiety Measure for College Students (TAM-C) was developed in the present study. The TAM-C consists of six (social concerns, cognitive interference, worry, physiological hyperarousal, task irrelevant behaviors, and facilitating anxiety) scales. Twenty-four items from the TAM-C were selected for the short form. Single-group confirmatory factor analyses (CFAs) and correlational analyses were conducted with the responses of 728 U.S. college students to the TAM-C Short Form. Results of the single-group CFAs supported a six-factor model for the TAM-C Short Form. Concurrent and convergent validity evidence was found for the TAM-C Short Form scores. Overall, the findings suggest the TAM-C Short Form is an economical measure with unique features to assess test and facilitating anxiety in the college student population.
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Stefan A, Berchtold CM, Angstwurm M. Translation of a scale measuring cognitive test anxiety (G-CTAS) and its psychometric examination among medical students in Germany. GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc50. [PMID: 32984509 PMCID: PMC7499464 DOI: 10.3205/zma001343] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 08/15/2019] [Revised: 01/15/2020] [Accepted: 05/29/2020] [Indexed: 06/11/2023]
Abstract
Aim of the study: Test anxiety expresses itself in a variety of physical and cognitive processes. Due to its influence on test performance, the cognitive component in particular can have a negative impact on those affected. A measuring instrument for this is not yet available in the German-speaking world but does exist in the form of the "Cognitive Test Anxiety Scale" (CTAS), among other languages, in English. The aim of this work was the creation and psychometric review of a German version of the scale (G-CTAS). Methods: A German translation of the scale was created using a forward-backward procedure. Statistical investigations were then carried out on a cohort of medical students, which included an item analysis with calculation of difficulty, variance and item discrimination as well as the determination of the scale's internal consistency. The criterion validity was examined using test performance and gender-specific differences. Results: The final version contains 26 matching items with acceptable item parameters (mean values >1.46, <3.13; variances >0.48; part-whole-discrimination-indices >0.37). Cronbach's alpha was 0.92, the scale was therefore found to be a reliable measuring instrument. The scale validity could be confirmed by significant differences (p<0.01) between total values of female and male participants as well as significant correlations (p<0.001) between total values and test performance in the written and oral part of the first state examination. Conclusion: With G-CTAS a suitable measuring instrument for cognitive test anxiety within the German-speaking world is available, which can be used, among other things, for studies concerning the relationship between stress, exams and test anxiety among medical students.
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Affiliation(s)
- Alexandra Stefan
- Ludwig-Maximilians-Universität München, Zentrale PJ-Koordination, München, Germany
| | - Christina M. Berchtold
- Ludwig-Maximilians-Universität München, LMU-StaR (Staatsexamensrepetitorium), München, Germany
| | - Matthias Angstwurm
- Ludwig-Maximilians-Universität München, Klinikum der Universität München, Medizinische Klinik und Poliklinik IV, München, Germany
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Cell phones and grades: examining mediation by perceived control and anxiety. SOCIAL PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s11218-020-09581-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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32
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Cassady JC, Finch WH. Revealing Nuanced Relationships Among Cognitive Test Anxiety, Motivation, and Self-Regulation Through Curvilinear Analyses. Front Psychol 2020; 11:1141. [PMID: 32655435 PMCID: PMC7325947 DOI: 10.3389/fpsyg.2020.01141] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2020] [Accepted: 05/04/2020] [Indexed: 01/08/2023] Open
Abstract
Student motivational profiles and self-regulated learning strategies are significant influences on overall academic success in university settings. Test anxiety has been repeatedly linked to maladaptive learning strategies and ineffective motivational frameworks. However, the results in the field have been inconsistent with respect to the precise interactions among these variables. This study employed anonymous responses from a group of volunteer students in a mid-sized Midwestern United States university, serving a primarily Caucasian and female population with an average age of 20 years. Adopting a curvilinear analytic design, this study attempted to examine the relationships among these common domains of inquiry into student thriving. The results of this study provide insights examining under which conditions cognitive test anxiety is most likely to be heightened or diminished. The results demonstrated that levels of test anxiety were greatest when (a) learners adopted primarily extrinsic or primarily intrinsic goal orientations, (b) academic tasks where the outcome was uncertain, (c) learners adopted passive learning strategies, and (d) learning strategies were more personally involved (as opposed to externalized study behaviors). Our results add to the field by identifying curvilinear models provide greater utility in identifying the relationships among these critical emotional and cognitive factors in academic settings. Furthermore, we advocate for employing identification and intervention strategies that recognize individually specific profiles of interactions among test anxiety, motivation, and self-regulation to promote more optimal success in supporting learners in university settings.
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Affiliation(s)
- Jerrell C Cassady
- Department of Educational Psychology, Ball State University, Muncie, IN, United States
| | - W Holmes Finch
- Department of Educational Psychology, Ball State University, Muncie, IN, United States
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Students' Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17134771. [PMID: 32630744 PMCID: PMC7369914 DOI: 10.3390/ijerph17134771] [Citation(s) in RCA: 36] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Revised: 06/28/2020] [Accepted: 06/30/2020] [Indexed: 12/21/2022]
Abstract
The current study sought to investigate the role of trait emotional intelligence and perceived teacher emotional support in school burnout. Furthermore, the moderating role of academic anxiety in these relationships was examined. A sample of 493 Italian high school students (81.9% female) aged 14–19 years (M = 16.27, SD = 1.48) was involved in the study. A latent moderated structural equation approach was performed to test the hypothesized model. The results showed that both trait emotional intelligence and perceived teacher emotional support were negatively associated with school burnout. Moreover, academic anxiety moderated the relation between perceived teacher emotional support and school burnout. Specifically, when the level of anxiety was high, the protective role of perceived teacher emotional support toward burnout was weakened. Findings are discussed in light of the protective role of resources on burnout and considering the detrimental impact of academic anxiety in school settings.
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Explaining lecture attendance behavior via structural equation modeling: Self-Determination Theory and the Theory of Planned Behavior. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101907] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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Benington MR, Hussey LC, Long JM. Emotional Intelligence and Successful Completion of Nursing Courses in Associate Degree Nursing Students. TEACHING AND LEARNING IN NURSING 2020. [DOI: 10.1016/j.teln.2020.03.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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36
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The Protective Role of Emotional Intelligence in Self-Stigma and Emotional Exhaustion of Family Members of People with Mental Disorders. SUSTAINABILITY 2020. [DOI: 10.3390/su12124862] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
Parenting a child or teenager is not particularly easy for parents, and this becomes even more difficult if a child has a serious mental disorder. This situation places parents in a vulnerable position that leads to heightened feelings of guilt and emotional stress. Therefore, the aim of this study was to analyze the influence of the families’ emotional intelligence on their own self-stigma and burnout. A total of 537 family members from Southern Spain who care for individuals with mental disorders participated in this study. To analyze the results of the study, a structural equation model was constructed. The results from the equation showed that emotional intelligence is negatively related to self-stigma and burnout. In turn, self-stigma is positively related to burnout syndrome. Thus, the findings indicate that emotional intelligence may have a protective role against self-stigma, which is closely related to burnout syndrome. The relevance of these results when designing interventions that work with the negative feelings produced by self-stigma and family burnout is discussed.
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Poorman SG, Mastorovich ML. Constructing Next Generation National Council Licensure Examination (NCLEX) (NGN) Style Questions: Help for Faculty. TEACHING AND LEARNING IN NURSING 2020. [DOI: 10.1016/j.teln.2019.08.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Thomas CL, Cassady JC. The influence of personality factors, value appraisals, and control appraisals on cognitive test anxiety. PSYCHOLOGY IN THE SCHOOLS 2019. [DOI: 10.1002/pits.22303] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Christopher L. Thomas
- College of Education and Psychology, School of EducationThe University of Texas at TylerTexas
| | - Jerrell C. Cassady
- Department of Educational Psychology, Teachers CollegeBall State UniversityMuncie Indiana
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Poorman SG, Mastorovich ML, Gerwick M. Interventions for Test Anxiety: How Faculty Can Help. TEACHING AND LEARNING IN NURSING 2019. [DOI: 10.1016/j.teln.2019.02.007] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Romano L, Buonomo I, Callea A, Fiorilli C. Alexithymia in Young people's academic career: The mediating role of anxiety and resilience. The Journal of Genetic Psychology 2019; 180:157-169. [PMID: 31165680 DOI: 10.1080/00221325.2019.1620675] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Alexithymia prevents people from understanding and adopting verbal language to describe and regulate one's emotions. Recent studies have found that alexithymia symptoms also impact on young people's academic achievement. Nevertheless, it is worth investigating risk and protective roles played by students' academic anxiety and resilience, respectively. The authors expected that students' anxiety and resilience mediated the effect of alexithymia symptoms on students' academic burnout and performance. A sample of 257 university students answered self-report questionnaires about alexithymia, academic anxiety and resilience, and academic burnout and performance. Mediation analyses were performed by the structural equation model. Anxiety acted as a mediator between alexithymia and academic burnout and performance. Furthermore, resilience mediated the effect of alexithymia on burnout, but not on academic performance. The study provides support for preventing alexithymia consequences on young people's academic career by reducing their anxiety and promoting academic resilience. Implications of intervention programs were discussed.
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Affiliation(s)
- Luciano Romano
- Department of Human Sciences, Libera Università Maria SS. Assunta , Rome , Italy
| | - Ilaria Buonomo
- Department of Human Sciences, Libera Università Maria SS. Assunta , Rome , Italy
| | - Antonino Callea
- Department of Human Sciences, Libera Università Maria SS. Assunta , Rome , Italy
| | - Caterina Fiorilli
- Department of Human Sciences, Libera Università Maria SS. Assunta , Rome , Italy
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Personality factors, student resiliency, and the moderating role of achievement values in study progress. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.04.004] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Kilby CJ, Sherman KA, Wuthrich V. Towards understanding interindividual differences in stressor appraisals: A systematic review. PERSONALITY AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.paid.2018.07.001] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Marembo M, Chinyamurindi WT. Impact of demographic variables on emotional intelligence levels amongst a sample of early career academics at a South African higher education institution. SOUTH AFRICAN JOURNAL OF HUMAN RESOURCE MANAGEMENT 2018. [DOI: 10.4102/sajhrm.v16i0.1051] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Orientation: Emotional intelligence (EI) is highlighted by the literature as an important attribute that enables an individual to cope with changes and pressures in the work environment and subsequently yields consistent performance. However, some scholars debate the role of demographic diversities and their impact on levels of EI amongst individuals.Research purpose: This study examined the influence of demographic variables on EI levels amongst early career academics (ECAs).Motivation for the study: The study interrogates demographic variables and EI, two issues important in the 21st-century workforce setting. The relationship between the two may be of value to the debate surrounding the success of early career professionals in the higher education sector. The success of ECAs should be of importance to institutions of higher learning.Research approach/design and method: A quantitative approach was followed in conducting the study. Data were collected from a sample of 220 ECAs in a selected university in South Africa. A self-administered questionnaire was sent to the participants using SurveyMonkey online data collection tool. EI was measured using the Schutte Emotional Intelligence Scale.Main findings: Significant EI level differences were observed based on the participants’ ethnic background. However, no significant differences in EI levels could be found based on the respondents’ gender, age and work experience.Practical/managerial implications: The findings may be relevant to career management and human resources forecasting.Contribution/value-add: The study adds to the literature on EI and career success of early career professionals.
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Sex differences in self-regulatory executive functions are amplified by trait anxiety: The case of students at risk for academic failure. PERSONALITY AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.paid.2018.03.019] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
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Emotional Intelligence, Motivational Climate and Levels of Anxiety in Athletes from Different Categories of Sports: Analysis through Structural Equations. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2018; 15:ijerph15050894. [PMID: 29724008 PMCID: PMC5981933 DOI: 10.3390/ijerph15050894] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Revised: 04/26/2018] [Accepted: 04/27/2018] [Indexed: 12/30/2022]
Abstract
(1) Background: Psychological factors can strongly affect the athletes’ performance. Therefore, currently the role of the sports psychologist is particularly relevant, being in charge of training the athlete’s psychological factors. This study aims at analysing the connections between motivational climate in sport, anxiety and emotional intelligence depending on the type of sport practised (individual/team) by means of a multigroup structural equations analysis. (2) 372 semi-professional Spanish athletes took part in this investigation, analysing motivational climate (PMCSQ-2), emotional intelligence (SSRI) and levels of anxiety (STAI). A model of multigroup structural equations was carried out which fitted accordingly (χ² = 586.77; df = 6.37; p < 0.001; Comparative Fit Index (CFI) = 0.951; Normed Fit Index (NFI) = 0.938; Incremental Fit Index (IFI) = 0.947; Root Mean Square Error of Approximation (RMSEA) = 0.069). (3) Results: A negative and direct connection has been found between ego oriented climate and task oriented climate, which is stronger and more differentiated in team sports. The most influential indicator in ego oriented climate is intra-group rivalry, exerting greater influence in individual sports. For task-oriented climate the strongest indicator is having an important role in individual sports, while in team sports it is cooperative learning. Emotional intelligence dimensions correlate more strongly in team sports than in individual sports. In addition, there was a negative and indirect relation between task oriented climate and trait-anxiety in both categories of sports. (4) Conclusions: This study shows how the task-oriented motivational climate or certain levels of emotional intelligence can act preventively in the face of anxiety states in athletes. Therefore, the development of these psychological factors could prevent anxiety states and improve performance in athletes.
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Pelch M. Gendered differences in academic emotions and their implications for student success in STEM. INTERNATIONAL JOURNAL OF STEM EDUCATION 2018; 5:33. [PMID: 30631723 PMCID: PMC6310431 DOI: 10.1186/s40594-018-0130-7] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2018] [Accepted: 08/23/2018] [Indexed: 05/17/2023]
Abstract
BACKGROUND Understanding student anxiety is an important factor for broadening the gender diversity of STEM majors due to its disproportionate and negative influence on women. To investigate how student anxiety is related to other academic emotions I conducted open-ended interviews with 19 university students and analyzed the data using emergent grounded theory. Emergent grounded theory uses inductive and deductive reasoning to develop a model of cognition and human behavior. RESULTS Data analysis led to the development of a detailed theoretical model outlining connections among student anxiety, positive and negative academic emotions, self-regulated learning, and performance. In addition, the data highlight important emotional differences between men and women that have the potential to influence retention in STEM. Specifically, the model elaborates on the concept of a self-deprecating cycle driven by negative academic emotions and suggests that women may be more likely to become trapped in this cycle. CONCLUSION The model incorporates students' emotions as a powerful influence on performance and can be used to inform strategies aimed at changing how university students experience and deal with emotions such as student anxiety.
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Affiliation(s)
- Michael Pelch
- Department of Biology, University of Washington, Box 351800, Seattle, WA 98195-1800 USA
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Wijekoon CN, Amaratunge H, de Silva Y, Senanayake S, Jayawardane P, Senarath U. Emotional intelligence and academic performance of medical undergraduates: a cross-sectional study in a selected university in Sri Lanka. BMC MEDICAL EDUCATION 2017; 17:176. [PMID: 28946877 PMCID: PMC5613354 DOI: 10.1186/s12909-017-1018-9] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2017] [Accepted: 09/21/2017] [Indexed: 06/02/2023]
Abstract
BACKGROUND Emotional intelligence (EI) has been linked with academic and professional success. Such data are scarce in Sri Lanka. This study was conducted to describe the pattern of EI, to determine its predictors and to determine the effect of EI on academic performance at the final MBBS examination, in medical undergraduates of a Sri Lankan university. METHODS This is a cross-sectional study in a selected university, involving those who did final MBBS examination in 2016. Consecutive sampling was done. EI was assessed with self-administered Genos Emotional Intelligence Full Version (7 domains; 70 questions equally weighted; total score 350). Socio-demographic data were obtained using a self-administered questionnaire. Academic performance was assessed with final MBBS results in the first attempt. RESULTS Of 148 eligible students 130 responded (response rate-88%); 61.5% were females; mean age was 26.3 ± 1 years. Mean total EI score was 241.5 (females-245.5, males-235.1; p = 0.045).Among different domains, mean score was highest for Emotional Self-Awareness (36.8/50) and lowest for Emotional Expression (32.6/50). Multiple linear regression analysis indicated that having good family support (p = 0.002), socializing well in university (p = 0.024) and being satisfied with facilities available for learning (p = 0.002), were independent predictors of EI. At the final MBBS examination 51.6% obtained classes, 31.5% passed the examination without classes and 16.9% got repeated. Females had better academic performance than males (p = 0.009). Mean EI of second-class upper division, second-class lower division, pass and repeat groups were 249.4, 246.6, 240.2 and 226.9, respectively (with one-way ANOVA p = 0.015). After adjusting for gender, ordinal regression analysis indicated that, total EI score was an independent predictor of final MBBS results [β-0.018 (95% CI 0.005-0.031); p = 0.006]. CONCLUSIONS In the study population, both EI and academic performance were higher among females. Independent of gender, academic performance was better in those who were more emotionally intelligent. Several psychosocial factors were found to be independent predictors of EI. These results suggest that emotional skills development might enhance academic performance of medical undergraduates in Sri Lanka. Further research is needed in this under-explored area.
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Affiliation(s)
- Chandrani Nirmala Wijekoon
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Heshan Amaratunge
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Yashica de Silva
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Solith Senanayake
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Pradeepa Jayawardane
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Upul Senarath
- Department of Community Medicine, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
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Odaci H, Değerli FI, Bolat N. Emotional intelligence levels and counselling skills of prospective psychological counsellors. BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2017. [DOI: 10.1080/03069885.2017.1379596] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Hatice Odaci
- Division of Guidance and Psychological Counseling, Department of Educational Sciences, Fatih Faculty of Education, Karadeniz Technical University, Trabzon, Turkey
| | - Fatma Irem Değerli
- Division of Guidance and Psychological Counseling, Department of Educational Sciences, Fatih Faculty of Education, Karadeniz Technical University, Trabzon, Turkey
| | - Neslihan Bolat
- Division of Guidance and Psychological Counseling, Department of Educational Sciences, Faculty of Education, Ahi Evran University, Kırşehir, Turkey
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