The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model

Iacolino, Calogero; Cervellione, Brenda; Isgrò, Rachele; Lombardo, Ester Maria Concetta; Ferracane, Giuseppina; Barattucci, Massimiliano; Ramaci, Tiziana

doi:10.3390/ejihpe13010006

Cited by 16 publications

(7 citation statements)

References 86 publications

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“…Self-regulation is the process by which people initiate, control, and sustain their own thoughts, behaviors, or emotions to achieve their objectives or prevent unfavorable results [40] [41]. SR includes students' ability to set academic goals and plan how to achieve them through the use of speci c learning strategies [41] [42], such as self-monitoring and self-evaluating their successes and failures and consequently regulating their mindset and behavior to accomplish their goals [43]. A sizable number of studies have shown that self-regulation and the ability to manage one's own behavior can assist learners in coping with academic stress, thus preventing long-term negative consequences [44].…”

Section: The Potential Mediating Role Of Self-regulationmentioning

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: The Potential Mediating Role Of Self-regulationmentioning

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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“…Using contemporary brain connectivity techniques, we examined the associations between effective connectivity (EC) and effective interconnectivity in four functional brain networks. (Iacolino, C. et al, 2023) 55 healthy individuals who accomplished the Mayer-Salovey-Caruso (MSC) EI Test (MS-CEIT) had their EI scores calculated (mean age: 30.568.13, 26 males). The two sections of the MSCEIT are experience EI (T1) and strategy EI (T2) (T2).…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of Teachers' Emotional Intelligence in Large Classes

Nisa,

Fatima,

Zulfiqar

2023

JBSEE

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Purpose: People with emotional intelligence are more cheerful than others because it helps them to understand their feelings and allows them to live more freely and amicably. In this study, teachers' participation in large classrooms in government secondary schools was predicted using emotional intelligence. Design/Methodology/Approach: It is a quantitative strategy that made use of co relational research. In Multan, Pakistan, four tehsils are used to select 300 secondary school teachers using stratified random sampling. The secondary school teachers' responses to a closed-ended questionnaire were employed as the data source. The majority of secondary school instructors were found to have average levels of emotional intelligence and successfully engage students in large classrooms, according to the survey, which indicated that teachers' emotional intelligence levels were average. Findings: Teachers were surveyed regarding to their emotional involvement in large classrooms with the school community, their coworkers, and the students, as well as their level of emotion in interactions with the students and the impact of their emotional involvement on student achievement. It was discovered that teachers had a moderate amount of attachment to the culture of the school, their coworkers, and the students Implications/Originality/Value: Teachers participated actively in the classroom as a result of these traits. Government should hire more teachers who have high emotional intelligence since it improves their ability to engage the students in class rooms.

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“…Coping with the crisis posed significant challenges for national healthcare systems. The sum of these factors generated negative effects and physiological and mental health issues among both the general population [2][3][4][5][6][7][8][9][10] and healthcare workers (HCWs) [11][12][13][14][15]. Front-line medical staff came under both physical and psychological pressure.…”

Section: Introduction 1psychological Impact Of Covid-19 Pandemic On H...mentioning

confidence: 99%

Linguistic Predictors of Psychological Adjustment in Healthcare Workers during the COVID-19 Pandemic

Castiglioni

Caldiroli

Negri

et al. 2023

IJERPH

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COVID-19 broke out in China in December 2019 and rapidly became a worldwide pandemic that demanded an extraordinary response from healthcare workers (HCWs). Studies conducted during the pandemic observed severe depression and PTSD in HCWs. Identifying early predictors of mental health disorders in this population is key to informing effective treatment and prevention. The aim of this study was to investigate the power of language-based variables to predict PTSD and depression symptoms in HCWs. One hundred thirty-five HCWs (mean age = 46.34; SD = 10.96) were randomly assigned to one of two writing conditions: expressive writing (EW n = 73) or neutral writing (NW n = 62) and completed three writing sessions. PTSD and depression symptoms were assessed both pre- and post-writing. LIWC was used to analyze linguistic markers of four trauma-related variables (cognitive elaboration, emotional elaboration, perceived threat to life, and self-immersed processing). Changes in PTSD and depression were regressed onto the linguistic markers in hierarchical multiple regression models. The EW group displayed greater changes on the psychological measures and in terms of narrative categories deployed than the NW group. Changes in PTSD symptoms were predicted by cognitive elaboration, emotional elaboration, and perceived threat to life; changes in depression symptoms were predicted by self-immersed processing and cognitive elaboration. Linguistic markers can facilitate the early identification of vulnerability to mental disorders in HCWs involved in public health emergencies. We discuss the clinical implications of these findings.

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The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model

Cited by 16 publications

References 86 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.

Impact of Teachers' Emotional Intelligence in Large Classes

Linguistic Predictors of Psychological Adjustment in Healthcare Workers during the COVID-19 Pandemic

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