Background Based on the Control-Value Theory of Achievement Emotions, this study aimed to examine the associations between academic emotions and self-efficacy among nursing undergraduates, and to provide a theoretical basis for optimizing nursing education interventions. Methods A cross-sectional study was conducted among 659 nursing undergraduates from a university. Data were collected using the Academic Emotions Scale and the Self-efficacy Scale. Statistical analyses were performed using SPSS, including descriptive statistics, correlation analysis, and multiple linear regression. The effects of different dimensions of academic emotions on self-efficacy were examined, while controlling for demographic variables such as gender and age. Results The mean self-efficacy score of nursing undergraduates was 30.41 ± 5.15. Correlation analysis showed that confidence, excitement, and satisfaction were significantly positively correlated with self-efficacy (r = 0.56–0.67, P < 0.01), whereas anxiety, boredom, and frustration were significantly negatively correlated with self-efficacy (r = −0.16 to −0.23, P < 0.01). Multiple linear regression analysis indicated that, after adjustment for demographic variables, the model was statistically significant (F = 83.509, P < 0.001), explaining 50.7% of the variance in self-efficacy (R2 = 0.507, adjusted R2 = 0.501). Confidence and satisfaction were independent positive predictors of self-efficacy, whereas anxiety was an independent negative predictor. Although boredom showed a small positive association after adjustment, excitement and frustration were not independently associated with self-efficacy. No evidence of multicollinearity was observed. Conclusions Academic emotions were significantly associated with self-efficacy among nursing undergraduates. Confidence and satisfaction were independent positive predictors of self-efficacy, whereas anxiety was the only independent negative predictor. Interventions aimed at fostering positive academic emotions and reducing anxiety may help enhance self-efficacy in nursing students.
Background: Personality traits distinguish individuals from one another and provide a basis for predicting future behavior. Nursing students’ confidence in managing academic challenges plays a crucial role in their academic success and professional development.
Aim: This study aimed to examine the relationship between personality traits and academic self-efficacy (SE) among nursing students.
Methods: This correlational study included 281 nursing students. Data were collected using an Information Form, the Academic Self-Efficacy Scale (ASES), and the Five-Factor Personality Scale. Descriptive statistics, the Kolmogorov–Smirnov test, and Spearman correlation analysis were used to analyze the data.
Results: The students’ grade point averages ranged from 0.90 to 3.91, with a mean of 2.81±0.48. The study revealed a relationship between nursing students’ personality traits and their academic SE. The mean ASES total score was 19.15±3.33. Students who perceived their academic achievement as high had higher ASES scores compared to those who perceived their achievement as moderate or low.
Conclusion: The findings suggest that educators should consider individual differences in personality traits and provide support to enhance students’ academic success and SE.
Figen Çalışkan, Nihan Altan Sarıkaya, M. Aslan· Journal of Education and Res...· 0 citations
Purpose: The aim of this study was to examine the mediating effect of psychological safety on the relationship between grit and academic-failure tolerance among nursing students.Methods: Data were collected from 168 nursing students recruited through online communities between October 13 and 27, 2025, using convenience sampling. The data were analyzed using independent t-test, one-way ANOVA, Pearson’s correlation coefficients, and hierarchical regression analysis with IBM SPSS version 25.0. The mediating effect was further verified using bootstrapping via the SPSS PROCESS macro model 4.Results: Academic-failure tolerance was positively correlated with grit (r=.38, p<.001) and psychological safety (r=.34, p<.001), and grit showed a positive correlation with psychological safety (r=.29, p<.001). Controlling for sex, grit had a significant positive effect on both academic-failure tolerance (β=.36, p<.001) and psychological safety (β=.29, p<.001). The indirect effect of psychological safety was significant (lower limit of the 95% bootstrap confidence interval=0.02, upper limit of the 95% bootstrap confidence interval=0.10), indicating a partial mediating effect.Conclusion: Grit was shown to enhance academic-failure tolerance directly and indirectly by fostering psychological safety. Nursing students who perceive higher psychological safety may better tolerate academic failures. Therefore, universities should provide educational support systems that strengthen psychological safety to enhance students’ academic resilience.
Chung Hee Woo, Hyeoeun Lee· The Journal of Korean Academ...· 0 citations
Academic achievement among medical students is often measured using the Grade Point Average (GPA), which reflects a student's overall academic performance throughout the course of study. Medical students face substantial academic demands that frequently result in moderate to severe levels of stress. Emotional intelligence, encompassing self-motivation, emotional regulation, empathy, and teamwork, has been shown to influence academic performance, while students with high self-efficacy tend to achieve better academic outcomes. This study aimed to examine the relationships between emotional intelligence, self-efficacy, and GPA, both individually and simultaneously. An analytical observational study with a cross-sectional design was conducted. The participants consisted of 108 medical students from Universitas Muhammadiyah Semarang, selected through purposive sampling. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF), and self-efficacy was assessed using the Academic Self-Efficacy Scale (TASES). Bivariate analysis was performed using the Mann–Whitney U test, while multivariate analysis was conducted using multinomial logistic regression. The majority of respondents demonstrated high emotional intelligence but low self-efficacy, and most had a high GPA. There was no significant association between emotional intelligence and GPA or between self-efficacy and GPA, and neither variable showed a significant independent effect in the multivariate analysis. However, emotional intelligence and self-efficacy jointly had a significant effect on GPA. In conclusion, emotional intelligence and self-efficacy were not individually associated with GPA; however, together they significantly influenced GPA, although other factors likely also contributed to the academic performance of these medical students.
Aisya Alya Iqlima Rizfahdilla, R. Pudjo, Gharini Sumbaga Narhadina· Jurnal Sehat Indonesia (JUSI...· 0 citations
Students with greater emotional competence performed better academically over time, even though there was no clear relationship between emotional competence and academic success.
G. R. Gireesh, Viji Prasad, Sneha V. Binu et al.· Journal of Health and Allied...· 0 citations
Objective This study aims to analyze the factors associated with the personal experiences of undergraduate nursing students regarding their attitudes toward palliative care, thereby providing evidence for targeted humanities education in nursing. Methods A cross-sectional survey was conducted among 467 undergraduate nursing students between December 2024 and March 2025 using convenience sampling. Data were collected using a general information questionnaire and the Chinese version of the Frommelt Attitudes Toward Care of the Dying Scale (FATCOD-B-C). Statistical analyses included independent sample t-tests, one-way ANOVA, and multiple linear regression. Results The mean total score of the FATCOD-B-C among undergraduate nursing students was 96.75 ± 8.80, indicating a moderately high level of attitudes toward palliative care. Multiple regression analysis revealed that female gender and a family member with a terminal illness were positively associated with palliative care. Conversely, being in a higher academic year, holding a neutral attitude toward the nursing profession, lacking hospital internship experience, previous bereavement experience, caring for a dying patient, and having no previous lectures and training in palliative care as factors negatively associated with palliative care. Conclusion Undergraduate nursing students generally exhibit a positive attitude toward palliative care; however, personal experiences have a multifaceted impact on their attitudes. Educators should focus on cultivating students’ professional identity and enhancing positive experiences such as clinical internships. Additionally, attention should be given to the emotional needs of students in higher academic years and those who have experienced bereavement, with an emphasis on strengthening death education and experiential learning to develop more positive attitudes toward palliative care.
Yang Xie, Qingyan Chen, Jia Xiao et al.· PLoS ONE· 0 citations
Moral sensitivity, as a fundamental component of nursing ethics, should be emphasized from the very beginning of nursing education. It is hypothesized that individual characteristics such as self-compassion and emotional intelligence are associated with moral sensitivity. This descriptive-correlational study aimed to examine the predictive value of self-compassion and emotional intelligence for moral sensitivity among nursing students at Birjand University of Medical Sciences. The study population consisted of 263 nursing students who were selected using the census sampling method. Data were collected using the standardized Self-Compassion Scale developed by Raes, the Bradberry and Greaves Emotional Intelligence Questionnaire, and the Lützén Moral Sensitivity Questionnaire. Data were analyzed using descriptive and inferential statistics in SPSS version 19. The findings revealed a significant positive relationship between moral sensitivity and emotional intelligence (r=0.37, p<0.01). However, no significant relationship was found between moral sensitivity and self-compassion (r=0.44, p>0.05). Stepwise multiple regression analysis further indicated that emotional intelligence, as a predictor variable, explained 13% of the variance in moral sensitivity (p < 0.001), while self-compassion did not make a significant contribution to the prediction of moral sensitivity (p > 0.05). The most important finding of this study was that emotional intelligence can serve as a predictor of moral sensitivity among nursing students. Therefore, it is recommended that emotional intelligence training be incorporated into the nursing curriculum and that effective educational strategies be further investigated
H. Koohestani, N. Baghcheghi, M. Birjandi et al.· Iranian Journal of Medical E...· 0 citations
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