Tecnologico de Monterrey, Institute for the Future of Education, Monterrey 64849, Mexico.
Universidad Autónoma de Ica, Ica 11701, Peru.
Nurse Educ Today. 2024 Aug;139:106221. doi: 10.1016/j.nedt.2024.106221. Epub 2024 Apr 20.
Course failure arises as the ultimate result of students' declining academic performance in the face of high course demands. It can eventually lead to dropout and academic dissatisfaction. Emotional intelligence may play an essential role in decreasing the emotional effects of stress, such as academic burnout in nursing students. However, emotional intelligence is conceptualized multidimensionally, and each of its attributes may have a different impact on burnout reduction.
To explore the dimensions of emotional intelligence that may mediate the association between academic performance (course failure) and academic burnout in nursing students.
The design was cross-sectional, with survey-based data collection.
Educational setting, undergraduate nursing students at a private university in Metropolitan Lima, Peru.
154 students (77.3 % female) with a mean age of 25.9 years.
A multiple mediation strategy was used, using the Wong-Law Emotional Intelligence Scale. Four emotional intelligence attributes (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were evaluated in the relationship of failed courses (dichotomous variable: yes/no) and academic burnout (single item based on physical and emotional exhaustion). The structural equation modeling framework was used.
Course failure (academic performance) positively affects academic burnout. Regulation of emotion is the only dimension of emotional intelligence mediating between course failure and academic burnout. The proportion of the mediating effect was 0.315, while the rest was around zero. Statistically significant gender differences were detected concerning burnout, with men scoring moderately higher than women.
The results indicate that the regulation of emotion may have a relevant role in reducing burnout compared to other emotional intelligence attributes. These regulatory skills are important for developing health care and positive patient relationships. Interventions focused on the regulatory characteristics of emotions and distinguishing different attributes of emotional intelligence while exploring its mediating effect should be strengthened. These implications are linked to the growing call to include EI in university education.
课程失败是学生面对高课程要求时学业成绩下降的最终结果，最终可能导致辍学和学业不满。情绪智力可能在减轻压力的情绪影响方面发挥重要作用，例如护理学生的学业倦怠。然而，情绪智力是多维概念化的，其每个属性可能对减少倦怠产生不同的影响。
探讨情绪智力的维度，这些维度可能在护理学生的学业成绩（课程失败）与学业倦怠之间起中介作用。
采用横断面设计，基于调查的数据收集。
教育环境，秘鲁利马大都市私立大学的本科护理学生。
154 名学生（77.3%为女性），平均年龄为 25.9 岁。
使用 Wong-Law 情绪智力量表采用多重中介策略。评估了情绪智力的四个属性（自我情绪评估、他人情绪评估、情绪使用和情绪调节）在课程失败（二分类变量：是/否）和学业倦怠（基于身体和情绪疲惫的单一项目）之间的关系。使用结构方程建模框架。
课程失败（学业表现）对学业倦怠有积极影响。情绪调节是情绪智力与学业倦怠之间唯一的中介维度。中介效应的比例为 0.315，其余部分接近零。在倦怠方面，检测到了统计学上显著的性别差异，男性的得分略高于女性。
结果表明，与其他情绪智力属性相比，情绪调节可能在减轻倦怠方面具有相关作用。这些调节技能对于培养医疗保健和积极的患者关系非常重要。应加强针对情绪调节特征的干预措施，并区分情绪智力的不同属性，同时探索其中介效应。这些影响与越来越多的呼吁将 EI 纳入大学教育有关。
