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Shengyao Y, Xuefen L, Jenatabadi HS, Samsudin N, Chunchun K, Ishak Z. Emotional intelligence impact on academic achievement and psychological well-being among university students: the mediating role of positive psychological characteristics. BMC Psychol 2024; 12:389. [PMID: 38997786 PMCID: PMC11245800 DOI: 10.1186/s40359-024-01886-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2024] [Accepted: 07/05/2024] [Indexed: 07/14/2024] Open
Abstract
The main objective of this study is to examine the relationship of emotional intelligence with psychological well-being and academic achievement through positive psychological characteristics among university students in China. The study was conducted with postgraduate and undergraduate students. The integration of emotional intelligence theory and positive psychological theory was used in this study. The introduced framework included emotional intelligence as the main independent variable, self-efficacy, motivation, and resilience as three mediators, and psychological well-being and academic achievement as two dependent variables. A survey was conducted among 518 students, and structural equation modelling was used to analyse the data. The study found that emotional intelligence was positively related to positive psychological characteristics, psychological well-being, and academic achievement, and the effects were stronger among postgraduate students. Also, positive psychological characteristics, which include self-efficacy, motivation, and resilience, mediate the relationship between emotional intelligence and psychological well-being and academic achievement, and the relationship was stronger among postgraduate students. Proper coping strategies and mechanisms can be helpful to improve both psychological well-being and academic achievement at the same time among university students.
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Affiliation(s)
- Ye Shengyao
- Department of Public Education, Wenzhou Vocational College of Science and Technology, Wenzhou, Zhejiang Province, China.
- Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia.
| | - Lin Xuefen
- Department of Public Education, Wenzhou Vocational College of Science and Technology, Wenzhou, Zhejiang Province, China
| | | | - Nadia Samsudin
- Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia
| | - Ke Chunchun
- Department of Public Education, Wenzhou Vocational College of Science and Technology, Wenzhou, Zhejiang Province, China
| | - Zahari Ishak
- Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia
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Garces-Arilla S, Fidalgo C, Mendez-Lopez M, Osma J, Peiro T, Salvador A, Hidalgo V. Female students' personality and stress response to an academic examination. ANXIETY, STRESS, AND COPING 2024; 37:460-472. [PMID: 37771236 DOI: 10.1080/10615806.2023.2264208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Accepted: 09/23/2023] [Indexed: 09/30/2023]
Abstract
BACKGROUND Women are vulnerable to stress-related disorders. Examinations are a source of stress, triggering emotional, cognitive, and hormonal responses. We examined women's psychological and hormonal stress responses and academic performance according to personality during a real-life examination. METHODS Female students (N = 66) were divided into two groups based on hierarchical cluster analysis: one cluster characterized by high neuroticism and moderate extraversion (HN-ME; n = 42) and the other by low neuroticism and high extraversion (LN-HE; n = 24). Academic performance, perceived stress, and emotional dysregulation were analyzed. State anxiety, affect, and cortisol release were measured before and on the examination day. RESULTS The HN-ME cluster was high in perceived stress, emotional dysregulation, and negative affect. This cluster also had higher state anxiety levels two days before and shortly after the examination compared to the LN-HE cluster. Students' cortisol levels were higher on the examination day, and there was a marginal significance of the Cluster factor in the cortisol release regardless of the day of measurement. CONCLUSIONS Women with high neuroticism and moderate extraversion may be more vulnerable to psychological stress in academic settings but similar to other women in their cortisol response.
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Affiliation(s)
- Sara Garces-Arilla
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, IIS Aragón, Teruel, Spain
| | - Camino Fidalgo
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, IIS Aragón, Teruel, Spain
| | - Magdalena Mendez-Lopez
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, IIS Aragón, Teruel, Spain
| | - Jorge Osma
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, IIS Aragón, Teruel, Spain
| | - Teresa Peiro
- Department of Nursing, University of Valencia, Valencia, Spain
| | - Alicia Salvador
- Laboratory of Social Cognitive Neuroscience, Department of Psychobiology, University of Valencia, Valencia, Spain
- Spanish National Network for Research in Mental Health CIBERSAM, Madrid, Spain
| | - Vanesa Hidalgo
- Department of Psychology and Sociology, Faculty of Social and Human Sciences, University of Zaragoza, IIS Aragón, Teruel, Spain
- Laboratory of Social Cognitive Neuroscience, Department of Psychobiology, University of Valencia, Valencia, Spain
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Alotaibi TA, Alkhalifah KM, Alhumaidan NI, Almutiri WA, Alsaleh SK, AlRashdan FM, Almutairi HR, Sabi AY, Almawash AN, Alfaifi MY, Al-Mourgi M. The Benefits of Friendships in Academic Settings: A Systematic Review and Meta-Analysis. Cureus 2023; 15:e50946. [PMID: 38249290 PMCID: PMC10800095 DOI: 10.7759/cureus.50946] [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: 12/18/2023] [Indexed: 01/23/2024] Open
Abstract
Friendships can positively impact students' academic performance and grade point average (GPA) by providing emotional support and reducing stress, thereby leading to improved focus and better concentration on studies. Peer connections and friendships often result in collaborative learning and the exchange of academic ideas, improving comprehension and retention of course materials, ultimately leading to higher GPAs. In contrast, negative friendships or excessive social distractions can adversely affect GPA, which highlights the importance of striking a fine balance between social connections and academic responsibilities. This systematic review and meta-analysis adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. It involved a thorough electronic search on PubMed, Ebsco, and Web of Science databases with no time restrictions. We considered studies from various parts of the world, which examined friendships and relations within the academic setting. This review delved into the substantial impact of friendships in academic settings. Friendships foster a supportive environment for collaboration and knowledge-sharing, ultimately enhancing motivation, reducing stress, and improving GPA, thereby contributing to a successful academic experience. While disparities were noted across studies due to geographical variations, study designs, and outcome measures, the majority of them revealed a positive correlation between friendship and academic performance. Some studies highlighted gender-related differences, with male friendships often proving beneficial for academic performance, though this is not a universal rule, as the quality of friendships mostly depends on compatibility rather than gender. To sum up, the extensive review of research underscores the pivotal role of friendships in academic settings, which act as crucial support systems for collaboration, knowledge-sharing, and motivation among students, leading to enhanced academic performance. Despite regional and methodological variations, a consistent positive correlation between friendship and academic success was observed across diverse studies.
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Affiliation(s)
| | - Khalid M Alkhalifah
- Unaizah College of Medicine and Medical Sciences, Qassim University, Unaizah, SAU
| | - Norah I Alhumaidan
- College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, SAU
| | - Wijdan A Almutiri
- College of Medicine, Princess Nourah Bint Abdulrahman University, Riyadh, SAU
| | - Saad K Alsaleh
- College of Medicine, Arabian Gulf University, Manama, BHR
| | | | - Hadeel R Almutairi
- Unaizah College of Medicine and Medical Sciences, Qassim University, Unaizah, SAU
| | - Ahmed Y Sabi
- College of Medicine, Jazan University, Baish, SAU
| | | | - Mayyasah Y Alfaifi
- Medicine and Surgery, King Abdulla Bin Abdulaziz University Hospital, Riyadh, SAU
| | - Majed Al-Mourgi
- Department of Surgery, Medical College, Taif University, Taif, SAU
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Hwang EH, Kim KH. Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency. Front Public Health 2023; 11:1182689. [PMID: 37275498 PMCID: PMC10234118 DOI: 10.3389/fpubh.2023.1182689] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 05/08/2023] [Indexed: 06/07/2023] Open
Abstract
Background The evolution toward future education following the 4th industrial revolution and the coronavirus disease 2019 (COVID-19) pandemic have changed nursing education dramatically. Online classes have become a new paradigm of education, and are expected to develop and be maintained in various forms even after the end of COVID-19. Therefore, attention is focused on finding ways to improve learners' achievements in a distance learning environment. This study aimed to examine the mediating effects of self-directed learning competency on the relationships between optimism, emotional intelligence and academic resilience among nursing students. Methods A cross-sectional descriptive design was conducted using convenience sampling of 195 nursing students in South Korea. Data were analyzed with descriptive statistics, Pearson's correlation coefficients, multiple regression, and mediation analysis using SPSS/WIN 26.0 program. Results There were significant positive correlations among self-directed learning competency, optimism, emotional intelligence and academic resilience. The self-directed learning competency acts as a mediator in explaining relationship between optimism, emotional intelligence and academic resilience, respectively. Conclusion This study provides the evidence for the role of self-directed learning competency in the relationship between optimism, emotional intelligence and academic resilience in nursing students. Rapid changes in education are inevitable due to changes in clinical settings and the impact of repeated infectious disease outbreaks including the COVID-19 pandemic. This study suggests strengthening positive psychology and self-directed learning capability of nursing students as a strategy to prepare for changes in education and clinical areas.
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Affiliation(s)
- Eun Hee Hwang
- Department of Nursing, Wonkwang University, Iksan, Republic of Korea
| | - Kon Hee Kim
- College of Nursing, Ewha Womans University, Seoul, Republic of Korea
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