Exploring the Impact of Emotional and Cognitive Factors on Anxiety Symptoms of Chinese Adolescents: a Serial Mediation Study

Abstract

The onset age of anxiety is decreasing worldwide, yet the majority of the study conducted on anxiety were focused on adult populations. This study aimed to investigate the mediating effect of psychological capital and coping style tendency on the relationship between emotional intelligence and anxiety in Chinese adolescents and provide empirical evidence for research and prevention. A cross-sectional study recruited 5747 participants from 5 randomly selected middle schools in the northeast China. Study results showed that high emotional intelligence ( P < 0.05), high level of psychological capital ( P < 0.05), and positive coping style tendency ( P < 0.05) were correlated to lower level of anxiety symptoms in adolescents. Psychological capital and coping style tendency performed partial and serial mediating effect on the relationship between emotional intelligence and anxiety. Teaching adolescents how to regulate emotions can strengthens their positive mentalities, promotes the use of positive coping strategies, and then attenuates the severity of anxiety symptoms in a nonadditive manner.

The effect of perceived organizational justice on workplace deviant behavior of new nurses: the role of emotional labor and psychological capital

“…In order to alleviate the impact of emotional labor pressure, individuals will mobilize resources to cope. However, for those with poor resources, resource input will not make ends meet, resulting in resource loss, which may lead to deviant behavior [ 67 ]. As an important psychological resource, nurses with high psychological capital have positive psychological qualities such as self-efficacy, hope, resilience and optimism, which provide mental and psychological support for nurses, relieve work pressure [ 68 ], and reduce the harm of resource consumption.…”

Mapping Emotional Intelligence and Psychological Capital Research: A Bibliometric Analysis and Future Research Agenda

“…The integration of insights from various scholars sheds light on the intricate relationship between EI and PsyCap, elucidating their interconnectedness in shaping individual and organizational outcomes. From the predictors and ramifications of positive PsyCap among various occupational cohorts, such as Nigerian employees, graduate employees, and rural school teachers, as elucidated by Aderibigbe and Mjoli [74], Aderibigbe et al [65], Ali Yusuf and Widodo [75], Bhullar et al [76], Clarence et al [73], and D'Souza et al [71], to the nuanced dynamics of emotional and cognitive dimensions influencing anxiety symptoms and innovative behavior, as emphasized by Fei et al [77], Gao et al [78], Gallagher et al [79], and Gomes da Costa et al [47], the literature underscores the multifaceted nature of EI and PsyCap. Additionally, insights from studies by Hou et al [46], Jena and Pradhan [64], Liao et al [80], and Lim and Kim [68] illuminate the pivotal role of EI in shaping leadership dynamics, organizational citizenship behavior, and job performance.…”

Investigating Latent Interactions between Students’ Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors

“…The results showed that perceived learning support, learning selfmanagement, and peer influence significantly influenced affective learning participation and cognitive learning participation. As a result, these factors positively impacted sustained intentions to use mobile learning [35][36][37].…”