Zhang Shan, Rehman Shazia, Zhao Yali, Rehman Erum, Yaqoob Bushra
Development Planning Department, Nanyang Institute of Technology, Nan Yang, Henan, 47300, China.
Department of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South University, Changsha, Hunan, 410011, China.
BMC Psychol. 2024 Dec 18;12(1):732. doi: 10.1186/s40359-024-02284-6.
Students in higher education often encounter significant academic pressure, which can have profound implications for their mental health and academic performance. The current study employs a two-wave longitudinal design to investigate the dynamic interrelationships among academic stress, academic motivation, emotional intelligence, and mindfulness. The study employed a cross-lagged panel model to investigate the temporal interactions among these four constructs and their influence on the academic experiences of doctoral students. The sample consisted of 643 individuals at Time 1 (September/October 2022), followed by a subsequent assessment involving 413 participants (July/August 2023). Notably, there was an overlap of 373 participants who were evaluated at both time points. The results indicated the presence of substantial reciprocal relationships among the constructs under investigation. The outcomes indicated that elevated emotional intelligence and mindfulness levels are associated with reduced academic stress and enhanced motivation. The implications of this analysis underscore the necessity of facilitating interventions aimed at enhancing emotional intelligence and mindfulness. These components are instrumental in promoting resilience and supporting academic success among students. These longitudinal insights hold significant importance within the academic literature as they elucidate the various stressors doctoral students encounter. Furthermore, this research provides practical implications for educators and policymakers in formulating targeted strategies to enhance student well-being and improve educational outcomes.
高等教育阶段的学生经常面临巨大的学业压力，这可能对他们的心理健康和学业表现产生深远影响。本研究采用两波纵向设计，以探究学业压力、学习动机、情商和正念之间的动态相互关系。该研究采用交叉滞后面板模型，来考察这四个构念之间的时间交互作用及其对博士生学业体验的影响。样本在时间1（2022年9月/10月）时由643人组成，随后在时间2（2023年7月/8月）进行了后续评估，涉及413名参与者。值得注意的是，有373名参与者在两个时间点都接受了评估。结果表明，所研究的构念之间存在大量的相互关系。结果表明，较高的情商和正念水平与较低的学业压力和增强的动机相关。该分析的意义强调了开展旨在提高情商和正念的干预措施的必要性。这些因素有助于提高学生的适应力并支持他们在学业上取得成功。这些纵向研究结果在学术文献中具有重要意义，因为它们阐明了博士生面临的各种压力源。此外，本研究为教育工作者和政策制定者制定有针对性的策略以提高学生福祉和改善教育成果提供了实际意义。
