Aug 2026· Journal of Health and Allied Sciences NU· 0 citations
TL;DR
Students with greater emotional competence performed better academically over time, even though there was no clear relationship between emotional competence and academic success.
Abstract
For nursing students, emotional competence, the capacity to identify, comprehend, communicate, and control emotions, is essential because it promotes empathy, successful academic performance, and effective communication. It is also essential for professional growth and stress management in nursing education. There is, however, little data on the connection between Indian nursing undergraduates’ academic achievement and emotional intelligence. The purpose of this study was to evaluate the emotional intelligence of undergraduate nursing students at Yenepoya Nursing College in Mangaluru and its relationship to academic success.
94 B.Sc. nursing students who were chosen by non-probability convenience sampling participated in a descriptive quantitative design. The standardized Profile of Emotional Competence (PEC) tool, which assesses five domains: identification, comprehension, expression, regulation, and utilization of emotions, was used to collect data. Exam results from the first and second semesters were used to gauge academic performance. High reliability was shown by the PEC (Cronbach’s
α
= 0.929). Using IBM Statistical Package for the Social Sciences (IBM SPSS) Statistics for Windows (version 29.0.10), descriptive statistics, Pearson’s correlation, and chi-square tests were used to analyse the data.
Most participants were under 20 years old (51.1%) and female (81.9%). The utilization of one’s own emotions domain had the highest scores (15.48 ± 3.82), with the mean overall emotional competence score being 146.16. Of the group, 13.8% received a distinction and 67% received a first-class grade. A significant association (
p
<0.05) was found between emotional competence and students who passed both semesters, but no statistically significant correlation (
p
>0.05) was found between emotional competence and academic achievement.
Students with greater emotional competence performed better academically over time, even though there was no clear relationship between emotional competence and academic success. Better learning outcomes could be a result of increased emotional awareness and control. It is advised that nursing curricula incorporate emotional intelligence training to support students’ professional development, resilience, and adaptability.
Nursing graduate education in Pakistan is increasingly recognized as pivotal for producing competent clinical leaders, educators, and researchers. However, the rigorous academic and clinical demands place immense psychological pressure on students, potentially compromising their academic performance and overall well-being. While emotional intelligence and perceived support have been independently linked to academic success in international contexts, their collective influence on nursing students in Pakistan remains underexplored. This study employed a cross-sectional, descriptive-correlational design to evaluate the association between emotional intelligence, perceived institutional support, perceived supervisory support, and academic performance among nursing graduate students in Multan, Punjab, Pakistan. A sample of 180 nursing graduate students at two nursing institutions (Nishtar Medical College and Multan University of Science and Technology) in Multan was selected, using non-probability convenience sampling. Data were collected via validated self-administered questionnaires including the emotional intelligence scale, perceived institutional support scale, perceived supervisory support scale, and self-reported academic performance. All items were adapted for the Pakistani nursing education context. Descriptive statistics, Spearman’s rank-order correlation, and Mann-Whitney U tests were used for analysis, given the non-normal distribution of the study variables. The findings revealed that nursing graduate students demonstrated moderate levels of emotional intelligence (M = 3.73, SD = 0.43), perceived supervisory support (M = 3.79, SD = 0.67) and academic performance (M = 3.89, SD = 0.39), while perceived institutional support (M = 4.15, SD = 0.48), was at a high level. Spearman’s correlation analysis revealed statistically significant positive correlations among all study variables. Emotional intelligence demonstrated significant positive correlations with academic performance (rₛ = 0.515, p < 0.01), perceived institutional support (rₛ = 0.574, p < 0.01), and perceived supervisory support (rₛ = 0.426, p < 0.01). Perceived institutional support showed a significant positive correlation with academic performance (rₛ = 0.569, p < 0.01), while perceived supervisory support demonstrated a significant positive correlation with academic performance (rₛ = 0.514, p < 0.01). Perceived institutional support emerged as the strongest correlate of academic performance (rₛ² = 32.4%), followed by emotional intelligence (rₛ² = 26.5%) and perceived supervisory support (rₛ² = 26.4%). Graduate nursing students with higher emotional intelligence reported significantly greater perceived support and academic success compared to those with lower emotional intelligence graduate nursing students. This study establishes that emotional intelligence, perceived institutional support, and perceived supervisory support are significant contributors to the academic success of nursing graduate students in Multan, Pakistan. These findings underscore the need of integrating emotional intelligence development into nursing curricula and strengthening the emotionally supportive academic environments and developing supervisor training programs within the higher education landscape of Pakistan. Such interventions are essential for fostering academic resilience, improving learning outcomes and capable of navigating the complex demands of Pakistan’s evolving healthcare landscape.
Sidra Sarwer, Tariq Mehmood Bhuttah, Muhammad Naseem Abid et al.· BMC Nursing· 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 in the modified lecture group had a higher emotional intelligence score compared to students in the self-instructional module group, and both groups were comparable in terms of academic performance.
Tsiamu Juliana· WORLD JOURNAL OF INNOVATION...· 0 citations
The findings highlight that personal background, specifically family and upbringing, plays a more significant role in shaping a student’s empathetic capacity than modern environmental factors like technology.
Arathy J. V., Usha Marath, Mereena Shibu et al.· Journal of Nursing Research,...· 0 citations
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
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.
Lili Guo, Danfeng Yan, Zhi Chai et al.· Frontiers in Psychology· 0 citations
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