Relationship between optimism, emotional intelligence, and academic resilience of nursing students: the mediating effect of self-directed learning competency.

Background: The evolution toward future education following the 4th industrial revolution and the coronavirus disease 2019 (COVID-19) pandemic have changed nursing education dramatically. Online classes have become a new paradigm of education, and are expected to develop and be maintained in various forms even after the end of COVID-19. Therefore, attention is focused on finding ways to improve learners' achievements in a distance learning environment. This study aimed to examine the mediating effects of self-directed learning competency on the relationships between optimism, emotional intelligence and academic resilience among nursing students. Methods: A cross-sectional descriptive design was conducted using convenience sampling of 195 nursing students in South Korea. Data were analyzed with descriptive statistics, Pearson's correlation coefficients, multiple regression, and mediation analysis using SPSS/WIN 26.0 program. Results: There were significant positive correlations among self-directed learning competency, optimism, emotional intelligence and academic resilience. The self-directed learning competency acts as a mediator in explaining relationship between optimism, emotional intelligence and academic resilience, respectively. Conclusion: This study provides the evidence for the role of self-directed learning competency in the relationship between optimism, emotional intelligence and academic resilience in nursing students. Rapid changes in education are inevitable due to changes in clinical settings and the impact of repeated infectious disease outbreaks including the COVID-19 pandemic. This study suggests strengthening positive psychology and self-directed learning capability of nursing students as a strategy to prepare for changes in education and clinical areas.

Importance of Soft Skills in Health Sciences Students and Their Repercussion after the COVID-19 Epidemic: Scoping Review.

Soft skills (SKs) are skills related to the interaction among people and their way of dealing with tasks. Increasingly valued in the workplace, they are especially relevant in health professionals due to the importance of the relationship among them and their patients and families. Given their importance, the university training of healthcare professionals must promote the development of SKs. The COVID-19 pandemic has been a turning point in many areas, changing the learning process and, even more, the use of these soft skills as a fundamental ingredient in human relationships. The aim of this study was to analyse the available evidence regarding SKs in health science students, specifically nursing students, and to describe whether there is a worsening in the development of such skills after the COVID-19 pandemic. According to the PRISMA-ScR methodology for systematic reviews, this study included articles on social skills and possible changes in these skills as a consequence of the pandemic in health sciences students The results highlight the importance of these emotional competences for future nurses, being particularly relevant for communication and emotional self-awareness and showing their influence on academic aspects, such as academic performance or mental health and coping skills. A major limitation of the present study was not considering aspects such as compassion or empathy. However, the novelty provided by this work is the analysis of the changes in SKs produced as a consequence of the pandemic. It is definitely clear that there is a need to enhance emotional intelligence, and thus soft skills, in future health professionals.

Teachers at risk: Depressive symptoms, emotional intelligence, and burnout during COVID-19.

Background: Previous studies indicated that depressive symptoms are common among teachers due to job stress and difficulty in managing emotions. The aim of this research was to determine the levels of depressive symptomatology in a sample of secondary school teachers who worked during the COVID-19 pandemic and to analyze the relationships with their levels of burnout and emotional intelligence. Methods: The study involved 430 secondary school teachers residing in Madrid (Spain) who worked during the COVID-19 pandemic. Participants' age was between 25 and 60 (M = 41.40; SD = 11.07) and the gender distribution was 53.72% men and 46.28% women. We used the Spanish version of the Patient Health Questionnaire (PHQ-9), the Maslach Burnout Inventory Educators Survey (MBI-ES) and the Trait Meta-Mood Scale (TMMS-24). Results: The main results indicated that teachers presented high means of depressive symptomatology, with women obtaining higher scores than men. Significant relationships were also observed between the levels of depressive symptomatology and the dimensions of burnout and emotional intelligence. Finally, the three dimensions of emotional intelligence would contribute to the depressive symptomatology of teachers, while of the burnout dimensions only Emotional Exhaustion would make a contribution. Conclusion: The possible consequences of depressive symptomatology in teachers during the pandemic are discussed, as well as the need to enhance protective factors such as emotional intelligence and to study burnout levels.

Emotional Intelligence, Depression, Stress and Anxiety Amongst Undergraduate Dental Students During the COVID-19 Pandemic.

Objectives: This study aimed to measure depression, anxiety and stress (DAS) among undergraduate dental students during the COVID-19 pandemic, identify key contributing factors of stress and explore the association of emotional intelligence to DAS. Methods: A multi-centre, cross-sectional study was conducted across four universities in Malaysia. The study administered a questionnaire consisting of the validated Depression Anxiety Stress Scale (DASS), Dental Environment Stress (DES), Emotional Intelligence Scale (EI) and 10 statements assessing COVID-19 specific potential stressor factors. Results: Participants included 791 students across four universities. Abnormal levels of DAS were identified in 60.6%, 66.8% and 42.6% of the study participants, respectively. "Pressure of performance," "Faculty administration" and "Self-efficacy belief" were the highest rated stressors. On-time graduation was the main COVID-19 specific stressor factor. EI was negatively correlated with DAS scores (p < 0.001). Conclusion: The levels of DAS during COVID-19 pandemic in this population is high. However, participants with higher EI presented with lower DAS suggesting that EI may be a form of coping resource and should be enhanced in this population.

'With a Little Help from My Friends': Emotional Intelligence, Social Support, and Distress during the COVID-19 Outbreak.

The COVID-19 pandemic presented a global existential social and health challenge, with individuals suffering mentally and psychologically. College and university students are young adults, typically away from their natural support systems; with pandemic-imposed measures such as isolation, they may have been at higher risk of experiencing negative psychological outcomes. The study tested a model in which social support mediated the association between emotional intelligence (EI) and a latent factor representing general mental distress at the height of the COVID-19 crisis in Poland. One hundred and fifty-nine young adults filled in measures of trait EI, psychological and instrumental social support, three distress measures (depression, anxiety, and stress), and demographics. The results supported a model in which psychological social support (but not instrumental social support) mediated the association between trait EI and a factor representing all three distress measures. The results shed light on how individual and social resources work together to help maintain psychological integrity in times of crisis. They add to recent results on the differential effects of psychological-emotional and instrumental social support on distress and well-being.

Emotional Intelligence: Lessons Learned During a Pandemic.

Emotional intelligence (EI) is the level to which an individual is aware of, understands, and manages their emotional state. It also includes the level to which an individual is able to appreciate the emotional status of others. In 1995, Daniel Goleman's book, Emotional Intelligence, popularized the many theories and studies about EI. Since then, EI has transformed into a learned, applicable concept that can improve personal relationships and patients' experiences and lead to an increase in profitability for the aesthetic practitioner. The purpose of this article is to help the reader understand what EI is and how it can be applied in our everyday lives both personally and professionally. I also describe what I have learned about EI during the recent COVID-19 pandemic. I highlight the four components of EI that are the most crucial. These are self-awareness, self-management, social awareness, and relationship management.

Students at Risk: Self-Esteem, Optimism and Emotional Intelligence in Post-Pandemic Times?

Understanding the emotional profile of students during their training, as well as associated psychosocial factors such as optimism versus pessimism and self-esteem, is critical to improving student performance, especially in the post-pandemic period. In this study, 798 university students participated, belonging to the Degrees of Early Childhood and Primary Education, with a mean age of 24.52 years (±5.48). The following instruments were used: Wong Law Emotional Intelligence Scale (WLEIS-S), Life Orientation Test Revised (LOT-R) and the Rosenberg Self-Esteem Scale (RSES). The objective was to determine the predictive value of self-esteem on emotional intelligence and optimism vs. pessimism. A positive relationship between several dimensions of the instruments used (p < 0.01) were found. Moreover, the regression model predicted an association between emotional intelligence (use of emotions), pessimism and self-esteem. The practical consequences suggest the importance of the acquisition of emotional competences by university students is essential to obtain higher performances.

Analysis of predictors of stress during confinement by COVID-19 in Spain.

Confinement has had a great emotional impact on the population, especially in terms of stress. Factors such as the presence of previous mental or physical illness, resilience or emotional intelligence may influence the occurrence or increase of stress. The aim was to assess predictors of stress by comparing two statistical methodologies (one linear and one non-linear).

The relationship between emotional intelligence and parental stress management during the Covid-19 pandemic.

This study planned and conducted to investigate the relationship between emotional intelligence and parental stress management during the Covid-19 pandemic. Taking into account the role of emotional intelligence parameters in stress management, this study aimed to show how a family can stand on its own feet and overcome the crisis safely. We used a descriptive correlational method. The statistical population of the study included all parents living in Tehran who underwent the stress of the Coronavirus in 2021. The statistical sample included 420 randomly selected parents. Goleman Emotional Intelligence Questionnaire and Stress Management and Coping Skills Questionnaire were used for data collection. Data analysis was performed using Pearson's Correlation Coefficient Test and stepwise regression method. The results showed that the stress response factor plays an important role in the increase of the emotional intelligence score (scale), and a positive and significant relationship was observed between them with 99% confidence. We found a positive and significant relationship between empathy and parental stress management parameters during the Covid-19 pandemic with 99% confidence. There is a significant negative relationship between self-motivation and parental stress management during the Covid-19 pandemic with 95% confidence. Relaying on the findings of our study, we concluded that we can help families to manage the parental stress during the Covid-19 pandemic by strengthening the empathy parameter of emotional intelligence and reducing premature and unmanaged sensitiveness.

Running in Natural Spaces: Gender Analysis of Its Relationship with Emotional Intelligence, Psychological Well-Being, and Physical Activity.

Running is a complete and accessible physical exercise for the population, but little research has been done on the psychological and environmental variables related to its practice. The objective of this research was to determine how emotional intelligence, psychological well-being, and body dissatisfaction are related to running in natural spaces for men and women. A cross-sectional study was conducted on 331 runners from 20 states of the Mexican Republic (55.3% women), between 18 and 80 years old (m = 37.4; SD = 11.5), with an average of 7 years running experience (SD = 9.3). The Brief Emotional Intelligence Inventory, the Psychological Well-Being Scale, and the Body Shape Questionnaire were used. The results show that men who run in natural spaces have greater psychological well-being and emotional intelligence (stress management) and less body dissatisfaction, and they run more days per week than those who run in built spaces. Predictors of running in natural spaces were greater psychological well-being and emotional intelligence (stress management). On the other hand, women who run in natural spaces show lower emotional intelligence (stress management) and run for more minutes per day. The predictors for running in natural spaces were identified as lower emotional intelligence (stress management), running for more minutes per day, and practicing another physical exercise. In conclusion, in this heterogeneous sample, natural environments are likely to be related to better performance and certain psychological indicators for runners. However, these relationships differ between men and women, so further studies with larger sample sizes are needed to confirm our findings.

COVID-19 Outbreak: Mitigating Role of College Students' Emotional Intelligence in the Relationship between Psychological Distress and Satisfaction with Life.

BACKGROUND: While much of the world's attention is focused on the effects of SARS-CoV-2 on physical health, the virus's psychological impacts must not be disregarded. Therefore, it is important to understand and document the role of emotional intelligence as a mitigating variable in the relationship between psychological distress and life satisfaction. SUBJECTS AND METHODS: This correlational study was carried out with the participation of 483 college students. Their ages ranged from 18 to 31 (X=20.89, Sd=2.27). RESULTS: The hierarchical regression analysis results revealed that both emotional intelligence and psychological distress were statistically significant predictors of the participants' levels of satisfaction with life. Moreover, emotional intelligence was a significant moderator in the relationship between psychological distress and life satisfaction. CONCLUSION: Researchers and practitioners may find the findings of this study useful in better understanding the role of emotional intelligence in making cognitive assessments of life in the face of hardship.

Relationship between Mother's emotional intelligence, negative parenting behaviour, Preschooler's attachment instability, and smart device overdependence.

BACKGROUND: As smart device overdependence among preschoolers could adversely affect their overall development, it is essential to understand the related factors of such overdependence. Mothers have a large influence on preschoolers; however,, the relationship between mothers' emotional intelligence, negative parenting behaviour, preschoolers' attachment instability, and smart device overdependence remain unclear. This study aims to develop and test a structural model to explain smart device overdependence among preschoolers. METHODS: The study collects and analyses data from January to May 2021 from 283 mothers raising children aged 3-6 years in South Korea. Questionnaires regarding mothers' emotional intelligence and negative parenting behaviour, as well as preschoolers' attachment instability and smart device overdependence, were used to collect data. The data were analysed by SPSS23.0 and AMOS 23.0 software and a structural equation model was constructed; p ≤ 0.05 was taken as significant. RESULTS: Mothers' emotional intelligence had a direct negative relationship with mothers' negative parenting behaviour (ß = - 0.44) and an indirect negative relationship with preschoolers' attachment instability (ß = - 0.25) and preschoolers' smart device overdependence (ß = - 0.24). Mothers' negative parenting behaviour had a direct positive relationship with preschoolers' attachment instability (ß = 0.56) and both direct and indirect positive relationships with preschoolers' smart device overdependence (ß = 0.55). Preschoolers' attachment instability had a direct positive relationship with preschoolers's smart device overdependence (ß = 0.46). CONCLUSIONS: Mothers' emotional intelligence, negative parenting behaviour, and preschoolers' attachment instability are associated with preschoolers' vulnerability to smart device overdependence. These results are shown that more attention is needed to these variables in order to reduce preschoolers' overdependence on smart devices. Additionally, we propose to develop and provide interventions based on these results.

Prospective examination of adolescent emotional intelligence and post-traumatic growth during and after COVID-19 lockdown.

OBJECTIVES: While there have been some studies examining the post-traumatic growth (PTG) responses to the COVID-19 pandemic, few have been longitudinal studies exploring the changes over time or examining the underlying psychological PTG mechanisms. This study examined whether baseline perceived emotional intelligence (EI) predicted PTG through self-esteem and emotional regulation (ER) in a five-month follow-up study conducted on Chinese adolescents during the COVID-19 pandemic. METHODS: Validated measures were completed by 2090 participants, which assessed both the perceived EI and the PTG 1 month after a nationwide lockdown in China, with 1609 of these participating in the follow-up five months later. Structural equation models (SEM) were then used to explore the paths between the variables. RESULTS: As hypothesized, the follow-up survey found that the baseline perceived EI predicted PTG, ER, and self-esteem outcomes. The SEM analyses also revealed that self-esteem and ER significantly mediated the association between EI and PTG. LIMITATIONS: Studies of three or more waves may be more suitable for longitudinal mediation analyses. Self-assessment reports may have subjective effects. CONCLUSIONS: It was concluded that perceived EI might improve PTG in adolescents following the COVID-19 pandemic, and self-esteem and ER program training could be helpful in promoting PTG.

Emotional Intelligence, Burnout, and Wellbeing Among Residents as a Result of the COVID-19 Pandemic.

BACKGROUND: We previously reported the correlation between emotional intelligence (EI) with burnout/wellbeing in our PGY-1 residents, finding that EI moderated the development of burnout in the PGY-1 year. When COVID-19 arrived in early 2020, we were already collecting EI and burnout data for the 2019-2020 year. We elected to follow those residents throughout the year and compare them to the subsequent cohort to study the effect of the pandemic on their burnout and wellbeing and the influence of EI on this pattern. MATERIALS AND METHODS: All residents entering the training program (PGY-1) 2019-2020 (SURGE) & 2020-2021 (POST-SURGE) were administered the emotional intelligence questionnaire short form (TEIQue-SF), the Maslach burnout inventory, and the physician's wellness inventory. The questionnaires were completed quarterly. Statistical analysis included ANOVA. Institutional Review Board approval was obtained prior to the study. RESULTS: The overall combined PGY-1 residents year (n = 73) mean EI was 3.9 with no differences between academic year groups. The domains of burnout and physician wellbeing were examined across four different time points during the resident's first year. Domain scores changed over the four time periods during the first year. There was a relative decrease in achievement by 3.4 points, decrease in career purpose by 1.8 points, decrease in cognitive flexibility by .6 points and increase in distress by 4.1 points. Emotional exhaustion increased significantly more for the SURGE 2019-2020 group compared to the POST-SURGE 2020-2021 group (a relative 77% change). Emotional intelligence was independently assessed within each domain at baseline and for changes over time. DISCUSSION: Patterns of burnout and wellbeing were different with the COVID-19 SURGE group compared to the COVID-19 POST-SURGE group, perhaps because of differing expectations of the PGY-1 year participants but also perhaps due to the destabilizing effect of the first COVID-19 surge.

Quality of Life and Job Loss during the COVID-19 Pandemic: Mediation by Hopelessness and Moderation by Trait Emotional Intelligence.

This study contributes to the knowledge on the effects of the COVID-19 pandemic by examining a moderated mediation model in which the impact of job loss over quality of life (QoL) is mediated by hopelessness and moderated by trait emotional intelligence (trait EI). Data were collected from a large nationally representative Italian sample of adult workers (N = 1610), who completed a series of anonymous online questionnaires. Total, direct and indirect effects were estimated through bootstrapped mediated moderation analyses providing 95% bias corrected bootstrap confidence intervals. After controlling for the effects of gender and age range, job loss was found to be negatively associated with QoL, and hopelessness partially mediated such relationship. These relationships were in turn moderated by trait EI. Our study suggests that trait EI levels act as protective factor for a good QoL, mitigating the impact of both job loss and hopelessness over QoL levels during the COVID-19 pandemic. Identifying psychological protective and/or risk factors for a better QoL is crucial for the development of interventions aimed at reducing the emotional impact of the pandemic and of its negative real-life consequences.

Self-Perceived Emotional Intelligence Levels in Nursing Students in Times of a Pandemic: Multivariate Representation.

Self-perceived emotional intelligence in healthcare personnel is not just an individual skill but a work tool, which is even more necessary in times of crisis. This article aimed to determine emotional intelligence as perceived by students studying nursing at the University of Colima, Mexico, a year after the start of the COVID-19 pandemic. A cross-sectional survey of an academic year stratified population of 349 students was conducted, using the Trait Meta-Mood Scale-24 instrument. A global descriptive analysis was performed for each school year. Additionally, an ANOVA was performed, and a Multiple Correspondence Analysis was executed. It is essential to highlight the high percentages for emotional attention within the results. However, a large percentage of students required improvement in emotional attention, clarity, and repair. According to their school year, significant differences were observed among student groups within the three emotional intelligence subscales (p < 0.05). Second-year students had low levels in the three subscales of emotional intelligence, while fourth-year students had adequate levels. We established that the scores were different depending on the school year, with a significant decrease in second-year students. The implementation of educational programs could aid in the development of emotional skills in students from the health field, especially in times of crisis.

Days of worry: Emotional intelligence and social support mediate worry in the COVID-19 pandemic.

This study tested a model accounting for worries among 275 adults during the height of the COVID-19 pandemic in Israel. The main hypothesis posited that psychological and instrumental social support will mediate the association between emotional intelligence and worry, controlling for the level of exposure to the virus risk and demographics. The results showed that social support mediated the above association: social support showed a negative association with worries while instrumental support showed a positive one. The results are discussed in light of existing findings and theories.