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Ruiz-Ortega AM, Sánchez-Álvarez N, Berrios-Martos MP. Psychological well-being and emotional intelligence in undergraduate nursing students as predictors of academic success. NURSE EDUCATION TODAY 2024; 143:106406. [PMID: 39288607 DOI: 10.1016/j.nedt.2024.106406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 09/03/2024] [Accepted: 09/10/2024] [Indexed: 09/20/2024]
Abstract
BACKGROUND Academic performance is influenced by a complex interplay of multiple factors whose relationships often do not follow straightforward patterns. Despite extensive research, understanding of these dynamics remains inconclusive. In particular, several studies highlight that higher emotional intelligence is associated with better academic outcomes and that people with elevated levels of psychological well-being also tend to achieve higher grades. OBJECTIVE This study examines the associations between emotional intelligence, psychological well-being and academic performance among undergraduate nursing students. Specifically, it seeks to deepen our understanding of how emotional intelligence affects academic achievement, with psychological well-being potentially serving as a mediator. DESIGN A cross-sectional correlational design was employed. SETTINGS The study involved a convenience sample of undergraduate nursing students from various degree programmes affiliated with the primary author. PARTICIPANTS 394 undergraduate nursing students participated in the study, 249 identified as female and 145 as male. METHODS Participants completed a quantitative survey during class hours, providing data on demographics, academic average scores and self-report measures of perceived emotional intelligence and psychological well-being. Data were evaluated using Pearson's correlations and serial multiple mediation analyses. RESULTS The findings revealed significant positive relationships between emotional intelligence, psychological well-being and academic performance. Serial mediation assessments indicated that dimensions of emotional intelligence influence academic performance both directly and indirectly through psychological well-being. Specifically, flourishing partially mediated the relationship between emotional intelligence and academic performance, directly influencing academic outcomes. CONCLUSIONS This study underscores the critical role of emotional management skills in academic performance, with psychological well-being acting as a partial mediator in this relationship. Consequently, undergraduate nursing students with enhanced emotional management abilities and higher levels of psychological well-being are likely to achieve better academic outcomes.
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Yotsidi V, Nikolatou EK, Kourkoutas E, Kougioumtzis GA. Mental distress and well-being of university students amid COVID-19 pandemic: findings from an online integrative intervention for psychology trainees. Front Psychol 2023; 14:1171225. [PMID: 37519360 PMCID: PMC10374453 DOI: 10.3389/fpsyg.2023.1171225] [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: 02/21/2023] [Accepted: 06/27/2023] [Indexed: 08/01/2023] Open
Abstract
Introduction University students have been severely affected by the COVID-19 pandemic, as significant changes supervened their academic and social life. To tackle these challenges, several adjustments in the educational methods may be warranted for cultivating a positive environment at higher education institutions. The aim of this study was to investigate the risk and protective factors of students' mental health and well-being as well as their potential for flourishing in an undergraduate clinical psychology course that took place online due to the COVID-19 restrictive measures and incorporated positive psychology exercises as a means to empower young people amid the adverse conditions of the lockdown. Methods In total, 124 students attended the course and completed mental health (i.e., DASS-9, HADS, ERQ) and well-being (i.e., MHC-SF, SWLS, PANAS, GQ-6, BRS) measures at two time points (pre-and-post-test), during the first restrictions in Greece (March-June 2020). Results According to the results, students aged 18-20 years old reported higher levels of stress [χ2 = 14.72, p = 0.002], while students who felt that the quality of their studies had deteriorated [χ2 = 6.57, p = 0.038] reported increased levels of anxiety. High levels of depression were correlated with worse relationships with significant others (z = 7.02, p = 0.030 and χ2 = 11.39, p = 0.003 for family and friends, respectively), while gratitude and resilience were positively correlated with improved relationships with others, both during and after the lockdown. Factors associated with students' well-being were satisfaction with life and gratitude. Discussion These results suggest that well-being enhancement factors may have added value to current educational practices for promoting students' mental health and well-being in times of crisis.
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Affiliation(s)
- Vasiliki Yotsidi
- Department of Psychology, Panteion University of Social and Political Sciences, Athens, Greece
| | | | - Elias Kourkoutas
- Department of Primary Education, Research Center for the Humanities, Social and Education Sciences, University of Crete, Rethymno, Greece
| | - Georgios A. Kougioumtzis
- Department of Turkish Studies, National and Kapodistrian University of Athens, Athens, Greece
- Department of Psychology, Neapolis University Pafos, Pafos, Cyprus
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Pradhan RK, Jandu K. Evaluating the Impact of Conscientiousness on Flourishing in Indian Higher Education Context: Mediating Role of Emotional Intelligence. PSYCHOLOGICAL STUDIES 2023. [DOI: 10.1007/s12646-022-00712-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/31/2023] Open
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van Zyl LE. Social Study Resources and Social Wellbeing Before and During the Intelligent COVID-19 Lockdown in The Netherlands. SOCIAL INDICATORS RESEARCH 2021; 157:393-415. [PMID: 33758461 PMCID: PMC7970806 DOI: 10.1007/s11205-021-02654-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 02/15/2021] [Indexed: 06/12/2023]
Abstract
The first intelligent COVID-19 lockdown resulted in radical changes within the tertiary educational system within the Netherlands. These changes posed new challenges for university students and many social welfare agencies have warned that it could have adverse effects on the social wellbeing (SWB) of university students. Students may lack the necessary social study-related resources (peer- and lecturer support) (SSR) necessary to aid them in coping with the new demands that the lockdown may bring. As such, the present study aimed to investigate the trajectory patterns, rate of change and longitudinal associations between SSR and SWB of 175 Dutch students before and during the COVID-19 lockdown. A piecewise latent growth modelling approach was employed to sample students' experiences over three months. Participants to complete a battery of psychometric assessments for five weeks before the COVID-19 lockdown was implemented, followed by two directly after and a month follow-up. The results were paradoxical and contradicting to initial expectations. Where SSR showed a linear rate of decline before- and significant growth trajectory during the lockdown, SWB remained moderate and stable. Further, initial levels and growth trajectories between SSR and SWB were only associated before the lockdown.
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Affiliation(s)
- Llewellyn Ellardus van Zyl
- Department of Industrial Engineering, University of Eindhoven, Eindhoven, The Netherlands
- Optentia Research Focus Area, North-West University (VTC), Vanderbijlpark, South Africa
- Department of Human Resource Management, University of Twente, Enschede, The Netherlands
- Department of Social Psychology, Institute for Psychology, Goethe University, Frankfurt am Main, Germany
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Olckers C, Van zyl LE. Psychometric properties of the Psychological Ownership Questionnaire. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12232] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Chantal Olckers
- Department Human Resource Management, University of Pretoria, Pretoria, South Africa,
| | - Llewellyn E. Van zyl
- Department of Human Performance Management, Eindhoven University of Technology, Eindhoven, The Netherlands,
- Optentia Research Programme, North‐West University, Vaal Triangle Campus, South Africa,
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Kesebonye WM, Amone-P’Olak K. The influence of father involvement during childhood on the emotional well-being of young adult offspring: a cross-sectional survey of students at a university in Botswana. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1177/0081246320962718] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Africa is witnessing rapid changes in family structure with noticeable absence and non-involvement of fathers in child-rearing. This study investigated the influence of father involvement in child care on the emotional well-being of young adult offspring in a cross-sectional survey of 375 students (age: M = 21.05 ± 1.94) at a university in Botswana. The Positive Affect and Negative Affect Scale and the Perception of Father Involvement Scale were used to assess emotional well-being and fathers’ involvement, respectively. T-tests, analyses of variance, and regression analyses were used to compute subpopulation differences and the influence of father involvement on emotional well-being. Only 38% of the students lived in a household with both parents, 70% indicated that they have a father figure (biological father, stepfather, uncles, and grandfathers), whereas, 30% of the students indicated that they had had no father figure. The female gender (β = .17, 95% CI = [.07, .27]), father availability (β = .23, 95% CI = [.06, .39]), and responsibility (β = .22, 95% CI = [.07, .27]) significantly and independently predicted emotional well-being. Significant differences were observed between biological father figures and no father figures and between other father figures and no father figure regarding emotional well-being. Father involvement, particularly the domains of availability and responsibility and having a father figure during childhood are associated with better emotional well-being in offspring.
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Affiliation(s)
| | - Kennedy Amone-P’Olak
- Department of Psychology, University of the Witwatersrand, Johannesburg, South Africa
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Basson MJ, Rothmann S. Pathways to flourishing among pharmacy students: The role of study demands and lecturer support. JOURNAL OF PSYCHOLOGY IN AFRICA 2019. [DOI: 10.1080/14330237.2019.1647953] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Affiliation(s)
- Mariëtta J Basson
- Optentia Research Focus Area, North-West University, Vanderbijlpark, South Africa
| | - Sebastiaan Rothmann
- Optentia Research Focus Area, North-West University, Vanderbijlpark, South Africa
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Mason HD. The relationship between purpose and sources of meaning: A mixed methods study. JOURNAL OF PSYCHOLOGY IN AFRICA 2018. [DOI: 10.1080/14330237.2018.1475512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Henry D. Mason
- Directorate of Higher Education Development and Support, Tshwane University of Technology, Pretoria, Gauteng, South Africa
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Kheswa JG, van Eeden C, Rothmann S, Bothma E. Mental health, self-esteem, and influences on sexual values and attitudes among black South African adolescent males. JOURNAL OF PSYCHOLOGY IN AFRICA 2017. [DOI: 10.1080/14330237.2017.1375206] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Jabulani G Kheswa
- Optentia Research Area, North-West University, Vaal Triangle Campus, South Africa
| | - Chrizanne van Eeden
- Optentia Research Area, North-West University, Vaal Triangle Campus, South Africa
| | - Sebastiaan Rothmann
- Optentia Research Area, North-West University, Vaal Triangle Campus, South Africa
| | - Elizabeth Bothma
- Optentia Research Area, North-West University, Vaal Triangle Campus, South Africa
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Stander FW, van Zyl LE. See you at the match: Motivation for sport consumption and intrinsic psychological reward of premier football league spectators in South Africa. SA JOURNAL OF INDUSTRIAL PSYCHOLOGY 2016. [DOI: 10.4102/sajip.v42i3.1312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
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Olckers C, van Zyl L. The Relationship Between Employment Equity Perceptions and Psychological Ownership in a South African Mining House: The Role of Ethnicity. SOCIAL INDICATORS RESEARCH 2015; 127:887-901. [PMID: 27239094 PMCID: PMC4863914 DOI: 10.1007/s11205-015-0972-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/28/2015] [Indexed: 06/05/2023]
Abstract
Psychological ownership is a cognitive-affective construct based on individuals' feelings of possessiveness towards and of being psychologically tied/attached to objects that are material (e.g. tools or work) and immaterial (e.g. ideas or workspace) in nature. Research suggests that psychological ownership could be influenced by various individual, organisational and contextual factors. The South African Employment Equity Act, which was implemented to grant equitable opportunities to previously disadvantaged employees, could be a significant contextual factor affecting psychological ownership, due to perceptions associated with inequality. Ethnicity may also act as a moderator for the relationship between perceptions of employment equity and psychological ownership. The objective of this study was to investigate the relationship between employment equity perceptions and psychological ownership and to explore whether ethnicity plays a moderating role in the relationship. A cross-sectional survey design was employed with a purposeful sample of 202 respondents employed in a large South African mining house. Pearson product-moment correlations and structural equation modelling confirmed that employment equity perceptions could predict the five components of psychological ownership. However, the results revealed that ethnicity has no moderating effect on the relationship between perceptions of employment equity and the emergence of psychological ownership. By implication, organisations that seek to retain employees targeted through equity initiatives need to find ways to enhance and develop the psychological ownership of these employees. The research contributes new insights into and knowledge of how contextual factors could influence employees' psychological ownership.
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Affiliation(s)
- Chantal Olckers
- />Department of Human Resource Management, University of Pretoria, Private Bag X20, Hatfield, 0028 South Africa
| | - Llewellyn van Zyl
- />Optentia Research Programme, Department of Industrial and Organisational Psychology, North-West University, Private Bag X1, Mahikeng, 1900 South Africa
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Stander FW, Diedericks E, Mostert K, De Beer LT. Proactive behaviour towards strength use and deficit improvement, hope and efficacy as predictors of life satisfaction amongst first-year university students. SA JOURNAL OF INDUSTRIAL PSYCHOLOGY 2015. [DOI: 10.4102/sajip.v41i1.1248] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Orientation: The orientation of this study is towards proactive behaviour towards strength use (PBSU) and proactive behaviour towards deficit improvement (PBDI) and their relationship with hope, efficacy and life satisfaction of first-year university students. Research purpose: To (1) determine whether PBSU and PBDI predict life satisfaction, (2) determine whether PBSU and PBDI predict hope and efficacy and (3) investigate a structural model where hope and efficacy mediate the relationship between PBSU and PBDI and life satisfaction. Motivation for the study: To validate the use of PBSU and PBDI as resources that will assist first-year university student to attain life satisfaction and to delineate the need for universities to incorporate interventions that promote PBSU and PBDI amongst these students. This supports the case for positive organisational behaviour. Research design, approach and method: A convenience sample of 566 first-year students from a university in Gauteng was used with a cross-sectional research design. Structural equation modelling was used to establish the validity of the measurement model, fit for the structural model and to test the mediating effects.Main findings: The results indicated that PBSU was a significant predictor of hope, efficacy and life satisfaction and that PBDI was a significant predictor of hope and efficacy. Hope mediated the relationship between PBSU, PBDI and life satisfaction. Efficacy mediated the relationship between PBSU and life satisfaction. Practical/managerial implications: Evidence suggests that PBSU was a predictor of life satisfaction. This was not the case with PBDI, which in fact negatively correlated with life satisfaction. Both PBSU and PBDI, however, predicted hope and efficacy. On a practical level this reveals that universities should, in line with positive organisational behaviour, introduce interventions that develop PBSU and PBDI amongst first-year students. It further suggests that, as is postulated by positive psychology, universities should focus more particularly on developing the ability of strength use amongst students, as opposed to deficit improvement. Contributions/value-add: This research proposes a strong case for the introduction of interventions that promote first-year university students’ ability for strength use, in particular, but also for deficit improvement, in line with positive organisational behaviour. Further, it validates for strength use as a stronger value proposition in achieving life satisfaction, supporting the philosophy of positive psychology.
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Affiliation(s)
- Werner Nell
- Department of Sociology, North-West University: Vaal Triangle Campus, Vanderbijlpark, South Africa
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