Correlation between emotional intelligence and academic achievement among undergraduate nursing students

Almegewly, Wafa; Rawdha, Amal; Saleh, Marwah; Alrimal, Mona; Alasmari, Rahaf; Alhamad, Shahad; almuqri, Reyuof; Aljebreen, Morooj; Alsubaie, Haya; Abdelaliem, Sally Mohammed Farghaly

doi:10.1016/j.ijans.2022.100491

Cited by 14 publications

(15 citation statements)

References 24 publications

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“…Emotional intelligence and emotional regulation can enhance students' learning competence and make them efficient and successful learners. Employability success (Shi & Du, 2020 ), life success (Moeller et al., 2020 ), occupational stress (Cherkowski et al., 2021 ), resilience in nursing students with academic performance (Crawford et al., 2021 ) and other factors have all been studied with emotional intelligence (ALmegewly et al., 2022 ). Based on the literature review, academic engagement can relate to emotional intelligence and emotional regulation and emotional intelligence can function as a mediation factor in the link between academic engagement and stress (ALmegewly et al., 2022 ; Zheng et al., 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…Employability success (Shi & Du, 2020 ), life success (Moeller et al., 2020 ), occupational stress (Cherkowski et al., 2021 ), resilience in nursing students with academic performance (Crawford et al., 2021 ) and other factors have all been studied with emotional intelligence (ALmegewly et al., 2022 ). Based on the literature review, academic engagement can relate to emotional intelligence and emotional regulation and emotional intelligence can function as a mediation factor in the link between academic engagement and stress (ALmegewly et al., 2022 ; Zheng et al., 2020 ). However, empirical data integrating emotional intelligence and emotional regulation, as mediating factors affecting the relationship between stress and academic engagement in a single study needs more concentration (Nauman et al., 2019 ; Roso‐Bas et al., 2016 ; Zheng et al., 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence

Alkharj,

Alsalamah,

Allari

et al. 2024

Nursing Open

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AimTo assess the mediating role of emotion regulation and emotional intelligence in the relationship between stress and academic engagement among Saudi undergraduate nursing students.DesignThis study employed a quantitative cross‐sectional research design.MethodsThe study recruited 367 Saudi undergraduate nursing students at a major Saudi university. Structural equation modelling was used to explore the mediational model.ResultsThe results of the ANOVA and Welch F‐test demonstrated that the emotional intelligence, emotional regulation and academic engagement scores were statistically significantly different according to stress levels (p‐values <0.01). Perceived stress has a statistically significant moderate negative correlation with academic engagement and emotional intelligence and a strong negative correlation with emotional regulation. The results also showed that academic engagement had a statistically significant moderate positive association with emotional intelligence and emotional regulation. Results indicate that stress and academic engagement are negatively correlated among Saudi undergraduate nursing students. It focuses on the balancing functions of emotional regulation and emotional intelligence, highlighting their ability to lower stress levels and improve academic engagement.No Patient or Public Contribution.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence

Alkharj,

Alsalamah,

Allari

et al. 2024

Nursing Open

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“…Several studies highlighting the importance of this topic have evaluated the EI level in nursing students and indicated that variability exists in the EI levels of nursing students in various nations and cultural contexts. While few studies have reported low levels of EI (Fakhry & El-Azeem, 2016 ; Faye et al, 2011 ), the research majority found moderate to high EI levels (Albagawi, 2018 ; Almegewly et al, 2022 ; Beauvais et al, 2011 ; Mahmoud et al, 2013 ). The observed variability can be attributed to individual characteristics, cultural values, and educational system variations.…”

Section: Introductionmentioning

confidence: 99%

“…EI is also related to students’ critical thinking, where nursing students with moderate to high levels of EI showed a disposition toward critical thinking (Abou Hashish & Bajbeir, 2018 ; AkbariLakeh et al, 2018 ; Kang, 2015 ). Academic achievement is another factor reported to be related to the level of EI among students (AkbariLakeh et al, 2018 ; Almegewly et al, 2022 ). In addition, the student’s clinical performance seems to be related to their EI level (Beauvais et al, 2011 ; Belay & Kassie, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

The level of emotional intelligence among Saudi nursing students: A cross-sectional study

Almansour

2023

Belitung Nurs J

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Background: Emotional intelligence is an individual’s capacity to comprehend, use, and control their own emotions to communicate and connect with people successfully. The emotional intelligence level among nursing students indicates their ability to regulate their emotions, possess self-awareness, demonstrate empathy, have motivation, and display social skills, impacting how they adapt during their education and preparation for nursing care. However, studies investigating emotional intelligence in the Saudi Arabian context are scarce. Objective: This study aimed to evaluate the degree of emotional intelligence and its differences according to sociodemographic variables among nursing students in Saudi Arabia. Methods: A cross-sectional study was undertaken with 322 nursing students conveniently selected at Majmaah University, Saudi Arabia. Data were collected between May and June 2023 utilizing the Schutte Self-Report Emotional Intelligence Test (SSEIT). Descriptive statistics, such as mean, standard deviation, frequency, and percentage, independent t-test, and one-way ANOVA were used for data analysis. Results: Most of the students had emotional intelligence levels ranging from moderate to high (96.6%). There were significant differences in emotional intelligence levels according to the age of students, gender, year of study, marital status, mother’s education, physical and psychological health, and grade point average (p <0.05). Conclusion: The study findings may offer valuable insights for nursing educators in universities, emphasizing the importance of enhancing emotional intelligence and integrating it into nursing curricula. Additionally, it highlights the need to develop effective strategies and training sessions and workshops according to sociodemographic factors to enhance emotional intelligence levels among nursing students.

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“…(Prentice et al, 2020). Emotional intelligence is very important for someone to have because it can determine their interactions with other people and how they work (ALmegewly et al, 2022). In other words, students with emotional intelligence are better equipped to cope in an adaptable manner with difficult events and problems in daily life (Lopez-Zafra et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

How is the Emotional Intelligence and Personality of Students in Following the Learning Process?

Tambaip

Riyanto

Rediani

et al. 2022

JERE

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Success in the student learning process cannot be separated from emotional intelligence and personality, that's why a study that aims to analyze the emotional intelligence and personality of PGSD students is carried out. The type of research used is descriptive qualitative. The sample of this research is 100 students. The data collection method used is a questionnaire. The questionnaire used consists of 54 terminals that have been tested for validity. Data analysis in the study was carried out interactively with 3 techniques, namely data reduction, data presentation and drawing conclusions. The results showed that emotional intelligence was in the good category, this was indicated by the results of research students answered that the condition of emotional intelligence was good. However, there are two statements that need to be considered, namely the dimension of being able to control anger better. As for the personality of PGSD students, it shows that students are more likely to approach extrovent personalities, students prefer to interact with other people rather than be alone, but there are still some students who prefer to be silent rather than answer questions or prefer to convey. results. discuss compared to what he did. This condition is supported by the results of observations made in class. Where some students show that they lack confidence in expressing their opinions in practice or in conveying the results of discussions.

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Correlation between emotional intelligence and academic achievement among undergraduate nursing students

Cited by 14 publications

References 24 publications

Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence

Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence

The level of emotional intelligence among Saudi nursing students: A cross-sectional study

How is the Emotional Intelligence and Personality of Students in Following the Learning Process?

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