Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model.

The vital influence of emotional intelligence on college students' learning motivation has received considerable attention. This study analyzed not only the relationship between emotional intelligence and college students' learning motivation during the COVID-19 pandemic, but also the serial mediating roles that self-efficacy and social support play in this relationship. Using a cross-sectional survey design, we collected data from 336 college students across 30 provinces in China, using four well-established scales measuring emotional intelligence, learning motivation, self-efficacy, and social support. We analyzed the mediating effects using the Bootstrap method. The results showed that emotional intelligence positively predicted learning motivation, and that self-efficacy and social support played serial mediating roles between emotional intelligence and learning motivation. This finding suggests the need for interventions to help college students develop emotional intelligence during the COVID-19 pandemic, and that fostering college students' self-efficacy and providing multiple social supports would help improve their motivation and academic performance.

Meta-analysis of the relationship between university students' anxiety and academic performance during the coronavirus disease 2019 pandemic.

Introduction: The COVID-19 pandemic has had a profound impact on the mental health and academic performance of university students worldwide. Anxiety is one of the most commonly reported mental health issues among this population, but its relationship with academic performance during the pandemic has not been fully explored. Methods: A meta-analysis was conducted following the PRISMA-P guidelines to synthesize existing research on the relationship between anxiety and academic performance in university students during the COVID-19 pandemic. Four databases were searched (PsycINFO, Web of Science, PubMed, and Scopus) for articles published between December 2019 and June 2022, and studies from five different countries were included in the analysis. A heterogeneity test was performed, and a fixed-effects model was used to calculate the main results. Results: The meta-analysis revealed a negative correlation between university students' anxiety and academic performance (r = -0.211, k = 5, N = 1,205). Subgroup analysis found no significant regulatory effects for the year of publication, country development level, student type, or anxiety type. The results suggest that negative emotions induced by the pandemic are the most significant factor linking anxiety to poor academic performance. Discussion: During pandemics with severe global consequences, such as COVID-19, interventions against and for the prevention of university students' negative emotions are important ways to improve university students' mental health and academic achievement.

Emotion Regulation and Psychological Capital of Chinese University Students during the COVID-19 Pandemic: The Serial Mediation Effect of Learning Satisfaction and Learning Engagement.

The mediating mechanism between the emotion regulation and psychological capital of university students is currently unclear. This study analyzed the serial mediation of learning satisfaction and learning engagement on the relationship between the emotion regulation and psychological capital of university students during the coronavirus disease 2019 (COVID-19) pandemic. A total of 328 undergraduates and postgraduates from universities in different regions of China were surveyed through an online questionnaire. The tools used in the study were the emotion regulation questionnaire, university student learning satisfaction questionnaire, learning engagement questionnaire, and psychological capital questionnaire. The analysis revealed both direct and indirect mediation effects. It was found that emotion regulation can positively predict psychological capital. Further, learning satisfaction and learning engagement can act as mediating variables between emotion regulation and psychological capital, respectively. Learning satisfaction and learning engagement can also have a serial mediation effect between emotion regulation and psychological capital. The results show that learning support should be strengthened to improve the learning satisfaction and learning engagement of students and, consequently, enhance their psychological capital.