Predicting effect of emotional-social intelligence on academic achievement of nursing students

Alenezi, Atallah; Saleh, Manal Saleh Moustafa; Elkalashy, Rahma Abdelgawad

doi:10.7196/ajhpe.2020.v12i3.1365

Cited by 4 publications

(2 citation statements)

References 18 publications

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“…Acquiring emotional intelligence abilities is crucial in the teaching and learning process because it enables learners to properly handle various situations [11]. It encompasses the development of social skills, selfawareness, empathy, self-management, interpersonal relationships, and collaborative abilities [12]. Emotional intelligence can have various effects on academic achievement.…”

Section: Introductionmentioning

confidence: 99%

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

Ibrahim,

Sabbah,

Al-Jarrah

et al. 2024

Preprint

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Aim: To assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students’ digital literacy and self-regulation. Background: Academic stress continues to be a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic strategy called "digitally regulated emotional intelligence" to effectively reduce academic stress. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world. Methods: A cross-sectional study was conducted to examine correlations and describe quantitative data. 240 students' data was collected in the 2023-24 academic year from Fatima college of Health sciences. Pearson's correlation coefficient has been applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress. Results: The emotional intelligence level, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t=3.830*, p<0.001*). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the aforementioned relationship. Conclusion: The study noted significant connections between study attributes, particularly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may be influencing their stress levels. Furthermore, digital literacy was found to act as a mediator between emotional intelligence and academic stress, suggesting that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.

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Section: Introductionmentioning

confidence: 99%

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

Ibrahim,

Sabbah,

Al-Jarrah

et al. 2024

Preprint

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“…Geleceğin hemşirelerinin tüm yönleriyle mesleğe uyumlarının sağlanabilmesi adına, hemşirelik 3 eğitiminin de kapsayıcı olması gerektiği vurgulanmaktadır. Ancak hem Türkiye'de hem de dünyada hemşirelik uygulama alanında ve hemşirelik eğitim süreci içerisinde sosyal zeka gelişiminin istenilen seviyelerde olmadığı, farklılıkların söz konusu olduğu belirtilmektedir (10,14,15).…”

Section: Introductionunclassified

Hemşirelik Öğrencilerinin Sosyal Zeka Düzeyleri ve Etkili Bazı Değişkenler

Tayhan

Çetinkaya

SABIKMA

et al. 2023

Adnan Menderes Üniversitesi Sağlık Bilimleri Fakültesi Dergisi

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Amaç: Bu çalışmanın amacı hemşirelik öğrencilerinin sosyal zeka düzeylerini ve sosyal zeka düzeylerini etkileyen değişkenleri belirlemektir. Gereç ve Yöntem: Araştırma tanımlayıcı kesitsel tiptedir. Araştırma evreni, bir devlet üniversitesinin sağlık bilimleri fakültesi hemşirelik bölümünde öğrenim gören 3. ve 4. sınıf öğrencileridir (N=315). Araştırmada örnekleme yöntemine gidilmeyip evrenin tamamına ulaşılmaya çalışıldı. Veriler, araştırmaya katılmak için gönüllü olan 230 öğrenciden elde edildi. Araştırma verileri; Tanıtıcı Bilgi Formu, Meslek Uyumuna Yönelik Anket Formu ve Tromso Sosyal Zekâ Ölçeği kullanılarak elde edildi. Verilerin değerlendirilmesinde sayı, yüzde dağılımları, Student t, one-way ANOVA, post-hoc Tukey testi, Mann Whitney U ve Kruskall Wallis testi kullanıldı. Araştırmanın yürütülebilmesi için etik onay alındı. Bulgular: Araştırmaya katılan öğrencilerin %65.7’si 21 yaş ve altında, %76.1’i kadın, %65.7‘si üçüncü sınıfta eğitim görmektedir. Öğrencilerin Tromso Sosyal Zekâ Ölçeği toplam puan ortalamaları 79.56±10.12’dir. Anne eğitimi ilköğretim ve üzeri, baba eğitimi lise ve üzeri olanların, mesleğin kişilik özelliklerine uygun olduğunu ve mesleğinden yeterince doyum sağlayacağını düşünenlerin Tromso Sosyal Zekâ Ölçeği puan ortalamaları anlamlı biçimde daha yüksek bulundu (p

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The mediating effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress among university students: a cross-sectional study

Ibrahim,

Al Sabbah,

Al-Jarrah

et al. 2024

BMC Med Educ

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Predicting effect of emotional-social intelligence on academic achievement of nursing students

Cited by 4 publications

References 18 publications

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

Hemşirelik Öğrencilerinin Sosyal Zeka Düzeyleri ve Etkili Bazı Değişkenler

The mediating effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress among university students: a cross-sectional study

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