Preventing Stress Among Undergraduate Learners: The Importance of Emotional Intelligence, Resilience, and Emotion Regulation

Thomas, Christopher L.; Zolkoski, Staci M.

doi:10.3389/feduc.2020.00094

Cited by 42 publications

(34 citation statements)

References 56 publications

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“…Studies linking EI and AP often cite AR as a contextual resource (Thomas & Zolkoski, 2020;Suleman et al, 2019), which suggests that AR relates with both EI and AP (Slåtten et al, 2021). Concerning the AR-AP link, Bittmann (2021) demonstrated that students with AR have more productive academic trajectories consistently, report better grades, experience more satisfaction with their academic lives, and have lower dropout intentions due to better engagement.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic resilience, emotional intelligence, and academic performance among undergraduate students

Ononye¹,

Ogbeta

Ndudi³

et al. 2022

Knowledge and Performance Management

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Academic resilience and emotional intelligence are considered important personal resources for furthering students’ academic performance. However, many educational organizations seem to trivialize the performance implications of these constructs in teachings and curriculum. Consequently, it can decrease not just their academic performance but also their employability, as they lack the generic competencies to adapt and survive in a stressful context. Even so, empirical evidence on integrating academic resilience, emotional intelligence, and academic performance remains unexplored in the Nigerian university context. Therefore, the study aimed to investigate the linkages between academic resilience, emotional intelligence, and academic performance in Nigeria. The partial least square (PLS) modeling method was utilized for testing the stated hypotheses with data collected from 179 final year undergraduate students in the regular B.Sc. Business Administration and B.Sc. Marketing program at Delta State University, Nigeria. From the PLS results, the study reported that academic resilience was positively related to emotional intelligence (β = 0.125, p = 0.007), academic resilience (β = 0.231, p = 0.000) and emotional intelligence (β = 0.260, p = 0.000) were positively related to academic performance, and emotional resilience mediated the positive relationship between academic resilience and academic performance (β = 0.057, p = 0.005). While academic resilience predicted academic performance, it also predicted emotional intelligence, which affected academic performance significantly and positively.

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Section: Literature Reviewmentioning

confidence: 99%

Academic resilience, emotional intelligence, and academic performance among undergraduate students

Ononye¹,

Ogbeta

Ndudi³

et al. 2022

Knowledge and Performance Management

View full text Add to dashboard Cite

show abstract

“…At the same time, in-depth analysis is needed to deeply grasp the role of gender and age as different roles between emotional ability and resilience. Through combing the previous literature, studies on the emotional ability and resilience of young children have confirmed that they are related to age and gender, but they failed to identify the differences arising from the relationship between the two [ 50 , 51 , 55 , 56 ]. Zeeman et al (2017) confirmed that the performance of emotional ability and resilience in young groups are affected by gender and sexual orientation [ 57 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender

Chen

Hong

et al. 2021

IJERPH

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Background: In the process of children’s physical and mental development, emotional ability is an important part of their cognitive and social ability. Resilience in the face of difficulties or setbacks and other adversity will also produce differences in adaptability, thus affecting physical and mental development. Objectives: This study aimed to measure the effect of children’s emotional ability on resilience and to provide an in-depth analysis based on age and gender differences. Methodology: A total of 300 preschool children aged 3–6 years old in kindergartens of China were randomly selected as the research subjects. Through a combination of experiments and questionnaires, the emotional ability and resilience of children were measured, and differences were analyzed according to the actual situation, using age and gender. Results: Children of different ages have significant differences in the dimensions and total scores of emotional ability and resilience, but only some of the resilience dimensions have significant gender differences. Moreover, the emotional ability has a significant positive effect on resilience. Discussions: The results confirm the influence of children’s emotional ability on resilience, but the research hypothesis has not been fully verified. Limitations: This study has the limitations of a single measurement method and a more effective research tool.

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“…EI has its roots in the concept of social intelligence and is considered as comprising intrapersonal and interpersonal intelligence of an individual (Law et al, 2004). The concept of EI has guided numerous investigations over the past 25 years; however, a large body of literature suggest that EI influences individuals' responses to stress and contributes to resilience when confronted with adverse life events (Thomas & Zolkoski, 2020). That is, emotionally intelligent individuals effectively adapt to a given situation by adopting appropriate coping and interpersonal skills by effectively controlling their emotions (Choi et al, 2018).…”

Section: Original Researchmentioning

confidence: 99%

Validity and Reliability of the Korean version of the Wong and Law Emotional Intelligence Scale for Nurses

Park

2021

SAGE Open

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Emotional intelligence is a social ability that enables one to control one’s emotions and understand and empathize with others, which is an essential skill for medical professionals, including nurses. However, no valid and reliable instrument exists to assess the emotional intelligence of nurses in Korea. Thus, the aim of this study was to evaluate the validity and reliability of the Korean version of the Wong and Law Emotional Intelligence Scale. To do this, the existing English version of the scale was translated into Korean and its content, construct, and convergent validity were evaluated. Participants ( N = 210 nurses) were recruited from two hospitals in South Korea. The final scale showed a content validity index of .90, had adequate construct validity, and had a Cronbach’s α of .91 for the overall scale. Thus, this scale is a valid, reliable, and suitable measure of Korean hospital nurses’ emotional intelligence.

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Preventing Stress Among Undergraduate Learners: The Importance of Emotional Intelligence, Resilience, and Emotion Regulation

Cited by 42 publications

References 56 publications

Academic resilience, emotional intelligence, and academic performance among undergraduate students

Academic resilience, emotional intelligence, and academic performance among undergraduate students

Resilience Coping in Preschool Children: The Role of Emotional Ability, Age, and Gender

Validity and Reliability of the Korean version of the Wong and Law Emotional Intelligence Scale for Nurses

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