Nursing Department, Fatima College of Health Sciences, Al Dhafra Region, Baynunah Complex, Madinat Zayed, UAE.
Psychology Department, Fatima College of Health Sciences, Abu Dhabi, UAE.
BMC Med Educ. 2024 Nov 14;24(1):1309. doi: 10.1186/s12909-024-06279-0.
Academic stress is 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 "digitally regulated emotional intelligence" strategy to reduce academic stress effectively. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world.
To assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students' digital literacy and self-regulation.
A cross-sectional study was conducted to examine correlations and describe quantitative data. Data on two hundred forty students were collected from Fatima College of Health Sciences in the 2023-24 academic year. Pearson's correlation coefficient was 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.
Emotional intelligence, 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 relationship above.
The study noted significant connections between study attributes, mainly 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 influence their stress levels. Furthermore, digital literacy mediated between emotional intelligence and academic stress, implying 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.
在当今充满挑战的教育环境下，学业压力是影响学生福祉和学业成绩的普遍问题。此外，结合数字素养和自我调节能力可以增强情绪智力，从而创建一个全面的“数字化调节情绪智力”策略，以有效减轻学业压力。本研究强调在教育环境中培养这些能力的重要性，以使学生为在复杂和技术驱动的世界中取得成功做好准备。
评估医护学生的情绪智力和学业压力，并研究学生数字素养和自我调节能力的中介作用。
本研究采用横断面研究来检验相关性并描述定量数据。2023-24 学年，从法蒂玛健康科学学院收集了 240 名学生的数据。采用皮尔逊相关系数评估变量之间的关联，采用单变量线性回归研究情绪智力与相关变量之间的关系。采用 Hayes 过程模型 4 宏研究学生数字素养和自我调节在情绪智力与学业压力之间的关系中起中介作用的方式。
情绪智力、数字素养和自我调节能力均较高，且学业压力水平中等。中介分析显示，在存在中介的情况下，情绪智力对学业压力的直接影响具有统计学意义（t=3.830，p<0.001）。因此，数字素养部分中介了情绪智力与学业压力之间的关系。另一方面，自我调节在上述关系中没有中介效应。
该研究注意到学习属性之间存在显著关联，主要显示情绪智力与学业压力之间存在实质性关联。较高的情绪智力并不总能降低压力水平适中的学生的压力水平，这表明其他因素可能会影响他们的压力水平。此外，数字素养在情绪智力和学业压力之间起中介作用，这意味着熟练使用在线资源可以帮助具有较高数字技能的学生减轻压力。最后，自我调节在情绪智力和学业压力之间的关系中不起中介作用。
