The Effect of Emotional Intelligence and Academic Social Networking Sites on Academic Performance During the COVID-19 Pandemic

Social media addiction relationship with academic engagement in university students: The mediator role of self-esteem, depression, and anxiety

This research analyzed how addiction to social media relates to academic engagement in university students, considering the mediating role of self-esteem, symptoms of depression, and anxiety. A quantitative methodology was used with a non-experimental-relational design. A set of questionnaires was applied to a non-probabilistic sample of 412 students enrolled at the National Autonomous University of Honduras. On average, participants use 4.83 different social media platforms at least once a week. Instagram and TikTok users report significantly higher levels of social media addiction, symptoms of depression, and anxiety compared to non-users. Directly, social media addiction does not significantly influence academic engagement scores. However, there are significant indirect inverse effects on academic engagement. Symptoms of depression and self-esteem mediate these effects. Social media addiction increases symptoms of depression, which in turn decreases academic engagement scores. Social media addiction decreases self-esteem, which serves as a variable that significantly increases academic engagement. Overall, findings suggest that social media addiction has a total inverse effect on academic engagement; symptoms of depression and self-esteem mediate this relationship. The implications of these findings are discussed.

Impact of the COVID-19 pandemic crisis on turnover intention among nurses in emergency departments in Thailand: a cross sectional study

BACKGROUND

During the COVID-19 pandemic in Thailand, a large volume of COVID-19 patients were referred to hospital emergency departments (EDs). This increased job demand and job strain among ED nurses, resulting in a high risk of intention to leave their organization.

AIMS

To investigate turnover intention during the COVID-19 pandemic among ED nurses and examine the effect of organizational resources, maladaptive regulation, and job burnout on nurses' turnover intention.

METHOD

This cross-sectional study investigated 322 ED nurses. We divided participants into two groups: dark-red zone areas (pandemic crisis areas) and non-red zone areas (non-pandemic crisis areas). Descriptive statistics, Pearson's correlation analysis, and multiple linear regression (forward stepwise method) were used to analyze factors that predicted turnover intention.

RESULTS

Most participants were female and the mean age was 34.54 years. During COVID-19 pandemic crisis, 72.8% of ED nurses in dark-red zone areas desired to leave their organization. The factors of motivation, exhaustion, and cognitive impairment positively influenced turnover intention among ED nurses in dark-red zone areas. Low availability of organizational resources was associated with an increase in the turnover intention rate. Maladaptive regulation, exhaustion, and cognitive impairment positively influenced turnover intention among ED nurses in non-red zone areas.

CONCLUSION

Exhaustion and cognitive impairment stand as significant facets of burnout linked to the intention of turnover among ED nurses. To address this, we recommend fostering secure workplace settings and implementing interventions that alleviate job demands and strains for ED nurses, potentially reducing turnover intentions.

A Holistic Investigation of the Relationship between Digital Addiction and Academic Achievement among Students

Digital addiction (DA), an umbrella term referring to addiction to any type of digital media, such as the internet, smartphone, digital games, and social media, is a significant factor influencing students' academic achievement (AA). Many scholars have contributed to this line of research from around the world. Nevertheless, the literature lacks a holistic investigation of how the DA-AA research field evolved, which could guide future studies. The current study aims to address this void and conducts a combined bibliometric and science mapping analysis of research addressing the relationship between DA and AA. Data were retrieved from the WoS database, considered one of the optimal databases for such studies with its comprehensive coverage of quality journals. One hundred eighteen articles were included in the final dataset and were analyzed using the SciMAT software, which allowed analysis over three consecutive periods and yielded comparable results regarding the conceptual and thematic evolution of the DA-AA domain. The results indicated an increased research interest in the topic, especially during the last five years. The science mapping analysis showed that the most-studied types of addiction were smartphone addiction for the first two periods and social media addiction for the last. Research in the DA-AA domain which focused on understanding the addictive use of smartphones during the first period, evolved to address factors such as self-efficacy or life satisfaction leading to smartphone addiction and lower grades. During the third period, the number of factors addressed gained significant variety and covered family-related and personal factors.

Social support: mediating the emotional intelligence-academic stress link

Introduction

This study examines the relationship between emotional intelligence (EI) and academic stress among tertiary-level students who continued academic activities remotely during the pandemic and the mediating role of social support (SS) in the relationship.

Methods

Using a cross-sectional survey design, 429 students studying business, engineering, social science, and science in Bangladesh provided data via Qualtrics. Using the Structural Equation Modeling in SmartPLS 4 (4.0.8.9), we modeled emotional intelligence as the reflective-formative and social support (support from family, friends, and significant other) and perceived academic stress as the reflective-reflective, second-order constructs. We also conducted a one-way between-groups analysis of variance (ANOVA) to investigate the impact of gender (male and female) and current stage of academic study (Undergraduate year one to four and post-graduation) on emotional intelligence and academic stress, respectively.

Results and discussion

Results show that all the hypothesized relationships are statistically significant: EI is negatively related to perceived academic stress, and SS significantly mediates the relationship between EI and academic stress. Hence, essential strategies are suggested to help students for managing academic stress.

A Positive View of Excessive Smartphone Utilization and Its Relationship With Other Academic-Related Variables Within the Online Course Setting

The continual use of smartphones is a global problem that requires scholars' attention. This study investigates the impact of excessive smartphone use, self-regulation, and procrastination on students' online academic performance. A total of n = 238 university students participated in the study. Mean comparisons unveiled clear discrepancy scores on procrastination, self-regulation, and daily hours spent on smartphones between the smartphone-addicted and non-addicted students. Structural Equation Modeling helps us to answer our hypothesis. Unusually, smartphone use had a significant and positive effect on online students' academic performance. Also, the study provides a better understanding of the procrastination factor that significantly impacts students' smartphone use and online academic performance. Results are discussed considering possible interventions at the academic level.

Virtual Leadership and Nurses' Psychological Stress during COVID-19 in the Tertiary Hospitals of Pakistan: The Role of Emotional Intelligence

Although intelligence has been widely examined in the literature, the correlation of emotional intelligence (EI) has with virtual leadership, work stress, work burnout, and job performance in the nursing profession needs further consideration. Prior studies have confirmed that leadership style and emotional intelligence massively contribute to better outcomes in the nursing profession. Based on these confirmations, this research intended to explore the impact of virtual leadership and EI on work stress, work burnout, and job performance among nurses during the COVID-19 pandemic. A convenient sampling technique was adopted to select the data sample. To analyze our hypotheses, 274 self-reported surveys were distributed in five tertiary hospitals in Pakistan through a cross-sectional quantitative research design. The hypotheses were tested with SmartPLS-3.3.9. Our findings revealed that virtual leadership and EI have considerably influenced nurses' work stress, burnout level, and job performance. The study concludes that EI significantly moderates virtual leadership and psychological stress among nurses.

Exploring the linkage between workplace precaution measures, covid-19 fear and job performance: The moderating effect of academic competence

The coronavirus disease 2019 (Covid-19) has created emerging mental health challenges around the world. Like other countries, Pakistan is also confronted with covid-19 calamities. The aim of the study is to examine the impacts of workplace measures (WM) on the job performance (JP) and covid-19 fears (CF) along with the moderating role of academic competence (AC) based on the organizational support theory (OST) and job demand and resources (JDR) theory. A quantitative approach was applied to collect data from 333 banking employees in Gujranwala (Pakistan), and the hypothesis were tested via structural equation modeling using SPSS and AMOS. The study findings indicate that workplace measures significantly affect covid-19 fears except for individual preventive measures (IPM). Similarly, workplace measures significantly impact on job performance apart from information about the pandemic (IAP). Moreover, academic competence insignificantly moderates between workplace measures and covid-19 fears, but a significant moderation is found between information about pandemic (IAP) and covid-19 fears. Meanwhile, academic competence significantly moderates between workplace measures and job performance instead of a relationship between information about pandemic and job performance. However, this study was limited only to the banking sector of Pakistan. So, it will open the doors for future researchers to investigate other cultural contexts and sectors. This research gives a holistic understanding of workplace measures and contributes to the body of knowledge by enlightening the moderating role of academic competence in the banking sector of Pakistan. These useful insights would enable practitioners and policy makers to develop more efficient strategies and workplace measures to enhance job performance and reduce the fears of covid-19 among employees.

Investigating the nexus between information technology capabilities, knowledge management, and green product innovation: evidence from SME industry

The aim of this study to investigate the relationship between information technology capabilities (ITCs) and green product innovation (GPI). The information technology (IT) capabilities with multiple dimensions, such as IT competence, IT integration, and IT infrastructure, were used in this paper. Moreover, to verify the deep relationship between ITCs and GPI, we used knowledge management (KM) as a mediator. The data were collected through a questionnaire from the senior managers, middle-level managers, and operational staff associated with the small- and medium-sized production industry of Pakistan. We collect data in two waves between January 2022 and July 2022. The data were analyzed through the partial least square structural equation modeling through SmartPLS 3.2.2. The findings of this study conclude. First, in the direct relationship, two IT capabilities, such as IT competence and IT infrastructure, have a positive and significant direct relationship with green product innovation, but IT integration has an insignificant relationship with green product innovation. Second, the results show that three IT capabilities have positively influenced knowledge management. Third, the results confirm that KM has a significant positive effect on GPI. Finally, the outcomes confirmed that knowledge management positively and significantly mediates between all IT capabilities and GPI in the indirect relationship.

Information Literacy as a Predictor of Work Performance: The Mediating Role of Lifelong Learning and Creativity

This study examined the effect of information literacy (IL) on work performance with mediating role of lifelong learning and creativity among journalists in Pakistan. A cross-sectional survey using an online questionnaire was conducted in the press clubs of four provinces (e.g., Punjab, Sindh, Khyber Pakhtunkhwa, and Baluchistan) and the federal capital Islamabad for data collection. The received 1084 responses were analyzed using the partial least squares structural equation modelling. The results indicated that IL of journalists had a direct and indirect but positive influence on their work performance. The lifelong learning and creativity skills also mediated the relationship between IL and work performance. This study provided empirical evidence for how IL directly influence work performance and indirectly with the mediated role of lifelong learning and creativity. These pragmatic insights may inform academicians and enterprises about the IL importance at workplace for enhancement of organizational performance and achieving a competitive advantage. Such results may also initiate an instruction program for existing as well as for prospective journalists to impart IL education. This study could be a worthy contribution to the existing IL research in the workplace context in general and of journalists' workplace in particular as no such study has appeared so far.

The impact of COVID-19 on university students and competences in education for sustainable development: Emotional intelligence, resilience and engagement

As the Covid-19 pandemic brought most in-person activities to a halt, radical and visible changes were imposed in all social interactions, including teaching and academic activity in general. This challenging setting tested the education system's capacity to successfully address the Sustainable Development Goals. The success of education for sustainable development (ESD) requires training in the specific skills needed to face the highly emotionally demanding post-pandemic context. In this line, this study focuses on university students' capability to understand and manage emotions, an issue considered to be a key factor in ESD. The aim of this study is to show how students' emotional intelligence influenced their resilience, with repercussions on their engagement and subsequent academic performance. The research model was tested through a questionnaire addressed to 340 students from three different universities during the full lockdown of March-May 2020 as a result of the pandemic. Results show that emotional intelligence was positively related to resilience, which in turn was related to engagement, and consequently, resulted in better academic performance. This finding should spark interest in developing emotional intelligence in education, not only because it produces healthy citizens in the long term, but also because of its short-term positive impacts in the classroom, particularly in such adverse situations as those described here. This study provides a model that links classic variables on educational and positive psychology research with ESD in times of COVID-19.

Job Control and Employee Innovative Behavior: A Moderated Mediation Model

The revolution of self-management and organizational democracy is gaining momentum with the development of new technologies. How to stimulate high employee innovation behavior is critical to an organization's success. In this study, we built and verified a theoretical model to explore the effect of job control (JC) on employee innovative behavior (EIB), the mediating effect of creative self-efficacy (CSE), and the moderating effect of mindfulness (MF), based on the self-determination theory (SDT). For this quantitative study, a 31-item questionnaire was used to collect data from five Internet companies with 329 Chinese employees. AMOS 24.0 software was used to calculate CFA. SPSS26.0 software was used to calculate means, standard deviations, correlations, and regression analysis. The results indicate that a moderated mediation model among JC, CSE, EIB, and MF is supported. Further, JC was positively related to EIB via CSE. Moreover, MF moderated the relationship between JC and EIB and the mediating role of CSE.

The Linkage between Ethical Leadership, Well-Being, Work Engagement, and Innovative Work Behavior: The Empirical Evidence from the Higher Education Sector of China

In this study, we investigate the relationship between ethical leadership (EL), work engagement (WE), well-being, and innovative work behavior (IWB). The significance of these variables has increased in the current era when the influence of technology is exponentially increasing in the education sector. We investigate the role of ethical leadership in determining innovative work behavior. Moreover, we investigate the moderating effect of WB in the relationship between EL and WE. We also examine the mediating impact of WE in the relationship between EL and IWB. We used a questionnaire survey approach to collect data. The target population of this study was the academic personnel, i.e., senior professors, lecturers, and supporting staff associated with the higher education sector located in Zhejiang Province, China. Data were collected in two phases. In the first phase, we sent 300 research questionnaires and received 251 responses. In the second phase, after a three-month interval, we sent 200 questionnaires and received 162 responses. However, over the two phases, we collected a total of 413 questionnaires; 43 were discarded. Therefore, for analysis, we used 370 questionnaires. The data were analyzed using the structural equation modeling through SmartPLS 3.2.2. First, in the direct relationship, results confirm that EL positively influences the IWB. Secondly, WB has a positive and moderating relationship between EL and IWB. Thirdly, we address the relationship between EL and WE. The outcome indicates that there is a positive and significant relationship. Fourth, the results of this study indicate that there is positive and significant relationship between WE and IWB. Finally, the outcomes imply that WE positively mediates between EL and IWB. Ethical leadership and well-being are important for innovative work behavior that supports managers in introducing a supportive workplace environment that promotes good interpersonal relationships with subordinates. Therefore, a good interpersonal relationship between managers and subordinates enhances the work quality. So, ethical leaders provide a supportive work environment to all subordinates regarding their work.

Effect of Despotic Leadership on Employee Turnover Intention: Mediating Toxic Workplace Environment and Cognitive Distraction in Academic Institutions

Despotic leadership builds adverse emotions and turnover intentions in the employees of an educational organization. This study investigated the relationships among despotic leadership, toxic workplace environment, cognitive distraction, and employee turnover intention. This study is based on social exchange theory (SET), social psychology theories of behavioral intention formation (such as the theory of reasoned action and the theory of planned behavior), and of the despotic leadership style. A survey questionnaire containing 28 items was completed by 240 faculty members from four Chinese universities. The responses were documented on a seven-point Likert scale. We applied PLS–SEM (partial least squares structural equation modeling) to measure the effects. The outcomes showed that despotic leadership influenced employee turnover intention in academic institutions. Toxic workplace environment correlates with employee turnover intention. Cognitive distraction also correlates with employee turnover intention. Toxic workplace environment mediates the relationship between despotic leadership and employee turnover intention. Similarly, cognitive distraction mediates the relationship between despotic leadership and employee turnover intention. The study concluded that despotic leadership, toxic workplace environment, and cognitive distraction might increase employee turnover intention. This study adds to the literature in the field of despotic leadership, toxic workplace environment, cognitive distraction, and employee turnover intention in academic institutions. Furthermore, it offers valuable and practical implications along with recommendations for future research.

The Impact of Career Competence on Career Sustainability Among Chinese Expatriate Managers Amid Digital Transformation in Vietnam: The Role of Lifelong Learning

Digitalization and advanced technologies are replacing human jobs. Around the world, many people have lost their jobs due to increasing digitalization. Similarly, Chinese expatriates associated with the manufacturing sector in emerging countries such as Vietnam face similar challenges. Therefore, Chinese expatriates need to bring competitiveness in their competencies. This competitiveness brings sustainability to their career. The aim of this study is to investigate the impact of career competencies on career sustainability. Moreover, we test the mediating effect of lifelong learning in the relationship between career competencies and career sustainability. A questionnaire survey approach was used in this study. The target population was the Chinese expatriate managers working at China-invested manufacturing multinational organizations in Vietnam. To estimate the proposed relationships, we use structural equation modeling. The results are confirmed that in the direct relationship career competence has a positive impact on career sustainability. The findings of this study also indicate that career competencies have a positive impact on lifelong learning. Furthermore, outcomes confirmed that lifelong learning has a positive impact on career sustainability. Similarly, results are also confirmed that lifelong learning is positively mediating between career competencies and career sustainability. Therefore, the empirical results of this article identify that lifelong learning has a critical impact on sustainable careers. Specifically, this study is useful for mid-level managers who are associated with multinational organizations. At the end of this article, we also explained the practical implications, limitations, and future research directions.

Impact of Self-Concept, Self-Imagination, and Self-Efficacy on English Language Learning Outcomes Among Blended Learning Students During COVID-19

The purpose of the present study was to explore the direct influence of self-concept and self-imagination on English language learning outcomes (ELLO). Furthermore, this study examined the mediating role of self-efficacy in the relationship between self-concept, self-imagination, and ELLO. A survey questionnaire of 21 items was used in this study. We distributed the questionnaire through QR code and collected the data from 2,517 participants who enrolled in blended learning courses at the undergraduate level in Chinese universities. The relationship among the variables was measured through SmartPLS-SEM 3.3.3 (partial least squares structural equation modeling). The outcomes of the present study indicated a direct, positive, and significant connection of self-concept, self-imagination, and self-efficacy with ELLO. Looking at indirect influences, self-concept and self-imagination, positive and significant, influence ELLO through self-efficacy. Thus, self-efficacy was indicated to play a mediating role between self-concept, self-imagination and ELLO. We can conclude that self-concept, self-imagination, and self-efficacy are the main predictors of ELLO in blended learning courses during the pandemic. Additionally, self-concept and self-imagination along with the intervening role of self-efficacy, play a more effective role in improving ELLO. Moreover, this study provided some useful, practical implications, and future research directions.

Negative Influences of Differentiated Empowering Leadership on Team Members' Helping Behaviors: The Mediating Effects of Envy and Contempt

Purpose

Given the popularity of empowerment practices among scholars and practitioners, this research examines whether a manager’s differentiated empowering leadership negatively affects team members’ helping behaviors and, if so, how.

Methods

The authors conducted one multi-source and time-lagged survey (with 44 managers and 212 team members) and two scenario-based experiments (with 120 participants in Study 2 and 121 participants in Study 3) to test the research model.

Results

Team managers’ differentiated empowering leadership decreases team members’ helping behaviors. In particular, for team members who receive less empowerment, differentiated empowering leadership may decrease their helping behaviors by eliciting their envy. For team members who receive more empowerment, differentiated empowering leadership may decrease their helping behaviors by inducing their contempt.

Conclusion

This research introduces the concept of differentiated empowering leadership in response to calls to investigate the dark side of empowering leadership. It reveals that unequal distribution of authority among team members by managers can undermine employee relations and elicit negative emotions of envy and contempt, thereby decreasing employees’ helping behaviors.

The Impacts of Emotional Intelligence on Students' Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19

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.

Impact of online social capital on academic performance: exploring the mediating role of online knowledge sharing

Given the importance of digital communication during the COVID-19 pandemic, the need for advancing academic goals through online social capital is more tangibly felt. This study examined the hypothesis that online social capital can improve the students' academic performance, as one of the main academic goals, through the mediation of knowledge sharing in the online environment. Participants in the study were 376 graduate engineering students from five universities in Iran. The findings indicated that the bridging of online social capital had a positive and significant effect on the cognitive and social integrative benefits of online knowledge sharing. Besides, the social integrative benefits and personal integrative benefits of online knowledge sharing influenced academic performance. Finally, the social integrative benefits and personal integrative benefits had a mediating role in the relationship between the bridging of online social capital and academic performance. Implications of the findings are discussed for the students' academic performance and suggestions are provided for future research.

Influence of Work-Family Conflict on Turnover Intention of Primary and Secondary School Teachers: Serial Mediating Role of Psychological Contract and Job Satisfaction

OBJECTIVE

Based on conservation of resource theory and social exchange theory, to explore how work-family conflict can directly and indirectly influence turnover intention, with psychological contract and job satisfaction as a mediator.

METHODS

A total of 505 valid data were collected on primary and secondary school teachers by using work-family conflict questionnaire, turnover intention questionnaire, psychological contract questionnaire and job satisfaction questionnaire from 3 provinces in China. Confirmatory factor analysis was used to evaluate the discriminant validity and common method bias between the four variables through AOMS, the PROCESS macro for SPSS (Model 4 and Model 6) were applied to examine the mediating effect of psychological contract and job satisfaction.

RESULTS

Work-family conflict showed a direct and positive influence on turnover intention; psychological contract was shown to play a mediating role between work-family conflict and turnover intention; job satisfaction was shown to play a mediating role between work-family conflict and turnover intention; and psychological contract and job satisfaction was shown to play a serial mediating role between work-family conflict and turnover intention.

CONCLUSION

Work-family conflict of primary and secondary school teachers will directly lead to turnover intention. Psychological contract and job satisfaction can reduce the positive influence of work-family conflict on turnover intention. School administrators should help teachers reduce work-family conflict and take effective measures to improve psychological contract and job satisfaction, so as to reduce turnover intention.

Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R 2-Cox = 0.25, R 2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R 2-Cox = 0.09, R 2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R 2-Cox = 0.32, R 2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R 2-Cox = 0.17, R 2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R 2-Cox = 0.52, R 2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

Effect of Online Reviews and Crowd Cues on Restaurant Choice of Customer: Moderating Role of Gender and Perceived Crowding

This study is aimed to identify the relative (direct) effect of online review ratings and perceived crowding on purchase intentions of a consumer. Our study also investigated the contingent effect of gender and perceived crowding between the relationship of exogenous and endogenous variables. This study was conducted in the Malaysian restaurant industry. We applied the purposive sampling technique to identify respondents, the mall intercept survey method was used for data collection. Smart PLS software was applied for data analysis (200 respondents). This study demonstrates through its results that online review ratings and perceived crowding have a positive effect on purchase intentions of a consumer. Moreover, if a consumer perceives crowding at a restaurant, this has a positive contingent effect on the relationship between review ratings and purchase intentions. This demonstrates that the consumer is more inclined to choose a restaurant with a high online review rating and has high perceived crowding at some unfamiliar place. Lastly, no evidence is found for the gender difference between review rating and purchase intentions; however, gender shows contingent effect and results confirmed that males preferred more crowded restaurants as compared to females. There are theoretical and practical implications for managers in the findings of this study.

How Emotional Intelligence Influences Cognitive Outcomes Among University Students: The Mediating Role of Relational Engagement During the Covid-19 Pandemic

This study investigated the relationships among emotional intelligence (EI), relational engagement (RE), and cognitive outcomes (COs). A survey questionnaire containing 34 statements was completed by 338 undergraduate students from the four universities of China, with responses recorded on a 7-point Likert-type scale. The relationships were examined using the partial least squares structural equation modeling. The findings showed that EI influenced the COs directly and indirectly during the pandemic. In the forms of self-regulation (SR) and social skills (SS), the high levels of EI improved the COs of the students. Further, the aspects of EI, such as SR, self-awareness (SA), empathy (E), motivation (M), and SS were found to improve the RE of the students. The RE was positively correlated with the COs, indicating its potential for improving critical thinking among university students. Finally, the RE was a key mediator of the relationship between the EI and COs. It is concluded that the students with higher levels of EI and RE may achieve better COs. The implications of the research and suggestions for future studies are also discussed.

Exploring the Neuropsychiatric Sequalae of Perceived COVID-19 Exposure in College Students: A Pilot Digital Phenotyping Study

The urgency to understand the long-term neuropsychiatric sequala of COVID-19, a part of the Post-Acute COVID-19 Syndrome (PACS), is expanding as millions of infected individuals experience new unexplained symptoms related to mood, anxiety, insomnia, headache, pain, and more. Much research on PACS involves cross sectional surveys which limits ability to understand the dynamic trajectory of this emerging phenomenon. In this secondary analysis, we analyzed data from a 4-week observational digital phenotyping study using the mindLAMP app for 695 college students with elevated stress who specified if they were exposed to COVID-19. Students also completed a biweekly survey of clinical assessments to obtain active data. Additionally, passive data streams like GPS, accelerometer, and screen state were extracted from phone sensors and through features the group built. Three hundred and eighty-second number participants successfully specified their COVID-19 exposure and completed the biweekly survey. From active smartphone data, we found significantly higher scores for the Prodromal Questionnaire (PQ) and the Pittsburgh Sleep Quality Index (PSQI) for students reporting exposure to COVID-19 compared to those who were not (ps < 0.05). Additionally, we found significantly decreased sleep duration as captured from the smartphone via passive data for the COVID-19 exposed group (p < 0.05). No significant differences were detected for other surveys or passive sensors. Smartphones can capture both self-reported symptoms and behavioral changes related to PACS. Our results around changes in sleep highlight how digital phenotyping methods can be used in a scalable and accessible manner toward better capturing the evolving phenomena of PACS. The present study further provides a foundation for future research to implement improving digital phenotyping methods.