The Relationship between Emotional intelligence, Academic self-efficacy and self-leadership among Nursing Students

이외선,

doi:10.5762/kais.2015.16.9.6036

Cited by 15 publications

(8 citation statements)

References 13 publications

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“…The result of significantly lower academic resilience among participants with high levels of stress from school life and those who were dissatisfied with their academic major was similar to that of a preceding study ( 30 ). Academic stress and dissatisfaction have been shown to negatively impact academic satisfaction, specifically online studies ( 31 ), and thereby causing academic failure.…”

Section: Discussionsupporting

confidence: 74%

Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency

Hwang

Kim

2023

Front. Public Health

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BackgroundThe 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.MethodsA 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.ResultsThere 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.ConclusionThis 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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Section: Discussionsupporting

confidence: 74%

Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency

Hwang

Kim

2023

Front. Public Health

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“…The level of adaptation to college life among nursing students had significant positive correlations with learning commitment, self‐efficacy and grit. Previous studies demonstrated that the higher the learning commitment (Lee et al, 2020), self‐efficacy (Lee, Lee, & Kwak, 2021) and grit (Lee, Gwon, et al, 2021; Lee & Park, 2018), the higher the level of adaptation to college life. These results reflect the outcomes of this study.…”

Section: Resultsmentioning

confidence: 99%

“…Nursing college students with high learning commitment, who are experiencing mixed learning methods with non‐face‐to‐face online teaching, show higher levels of academic achievement, adaptation to college life and satisfaction (Chin & Jung, 2020; Lee et al, 2020). Self‐efficacy, an intrinsic factor that makes this learning commitment possible, refers to the confidence necessary to achieve individual goals and is an important factor for reinforcing academic motivation and increasing flexible thinking to adapt well to college life (Cho & Park, 2018; Lee, Lee, & Kwak, 2021b). High self‐efficacy among nursing students facing non‐face‐to‐face online learning situations that are being wholly or partially conducted due to the prolonged COVID‐19 pandemic, is expected to facilitate adaptation to college life through effective learning performance and successful management of learning outcomes (Kim, Kim, & Lee, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Most previous studies on adaptation to college life have focused on freshmen (Ahn, 2020; Choi & Lee, 2012), undergraduates from other majors (Arslan et al, 2021; Ham & Lee, 2020; Lee, 2020) and social support from sources such as friends, advisors and club activities (Ham & Lee, 2020). In addition, previous studies dealt in fragments with variables such as major satisfaction (Kim et al, 2010), learning commitment (Joe & Ju, 2020; Kolb, 2005; Lee, Lee, & Kwak, 2021), self‐efficacy (Ahn, 2020; Chin & Jung, 2020; Duckworth et al, 2007; Hurtado et al, 1996; Jung & Jeong, 2018; Lee, 2011; Kim et al, 2020), academic stress (Aslan & Pekince, 2021; Duckworth et al, 2007; Hurtado et al, 1996; Jung & Jeong, 2018), anxiety (Choi & Lee, 2012) and loneliness (Lee, 2020). However, there are very few studies that simultaneously confirm the relationship among learning commitment, self‐efficacy, grit and adaptation to college life among nursing students throughout their academic years.…”

Section: Introductionmentioning

confidence: 99%

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Nursing students' learning commitment, self‐efficacy and grit during the COVID 19 pandemic: Quantitative empirical research on adaptation to college life

Jin

2023

Nursing Open

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Aims To examine the learning commitment, self‐efficacy, grit and adaptation to college life among Korean nursing students, under the prolonged COVID‐19 situation, and identify the factors that affect their adaptation to college life. Design A cross‐sectional study. Methods The participants were 247 nursing students. The instruments used in the study were the Learning Commitment Scale for Adults, Self‐Efficacy Scale, Grit Scale and Campus Life Adaptation Scale (developed for Korean nursing students). A multiple linear regression analysis was conducted using SPSS 23.0. Results Adaptation to college life had significant positive correlations with learning commitment, self‐efficacy and grit. Moreover, self‐efficacy and learning commitment were key correlators for adapting to college life.

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“…In this study, the direct effect of mindful agency is higher than the mediating effect to a large extent, and mindful agency may promote self-leadership through other ways. In addition to metacognitive ability, other mediating variables may also influence the relationship between mindful agency and self-leadership, such as the influence of emotional intelligence and self-efficacy on self-leadership ( Lee, 2015 ). In the future research, it is necessary to explore other mediating variables to more comprehensively reveal the internal influencing mechanism of mindful agency on self-leadership.…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Mindful Agency and Self-Leadership of Chinese Private College Undergraduates: Mediating Effect of Metacognitive Ability

Chen

Zhang

2022

Front. Psychol.

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As one of 21st century key skills, self-leadership is not only the internal factor of private college undergraduates’ independent development, but also related to the quality improvement of talent cultivation of private undergraduate colleges. It is proved that mindfulness or metacognition separately has the predictive effect on self-leadership, but their structural relationships has not been revealed. The present study explored the interrelations between mindful agency, metacognitive ability, and self-leadership through the mediation analysis with structural equation modeling, and bootstrapping was conducted to test the mediating effect. The sample comprised 1,244 private undergraduate sophomore (38.4% male and 61.6% female), and they completed online questionnaires of mindful agency, metacognitive ability, and self-leadership. The results revealed that mindful agency of private undergraduate students not only directly and positively predicted self-leadership, but also indirectly and positively predicted self-leadership through the mediating effect of metacognitive ability. Metacognitive ability partially mediated the relationship between mindful agency and self-leadership. The direct effect of mindful agency and the mediating effect of metacognitive ability, respectively, account for 86.9% and 13.1% of the total effect. The results suggest that the more mindful private college undergraduates are, the more willing they are to practise their metacognitive skills in their learning, and the more progress in self-leadership they make. Educational implications for mindfulness training and metacognition practice to foster their self-leadership are discussed.

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The Relationship between Emotional intelligence, Academic self-efficacy and self-leadership among Nursing Students

Cited by 15 publications

References 13 publications

Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency

Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency

Nursing students' learning commitment, self‐efficacy and grit during the COVID 19 pandemic: Quantitative empirical research on adaptation to college life

The Relationship Between Mindful Agency and Self-Leadership of Chinese Private College Undergraduates: Mediating Effect of Metacognitive Ability

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