scholarly journals Emotional Intelligence and Academic Self-Efficacy in Relation to the Psychological Well-Being of University Students During COVID-19 in Venezuela

2021 ◽  
Vol 12 ◽  
Author(s):  
Diego García-Álvarez ◽  
Juan Hernández-Lalinde ◽  
Rubia Cobo-Rendón
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Self Efficacy ◽  
Well Being ◽  
Correct Classification ◽  
Psychological Resources ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Predictive Design ◽  
Academic Self Efficacy

Due to the COVID-19 pandemic, educational centers and universities in Venezuela have closed their physical plants and are migrating to emergency remote education to continue with academic programs. This empirical study aimed to analyze the predictive capacity of academic self-efficacy and emotional intelligence skills on each of the dimensions of psychological well-being. We employed a cross-sectional predictive design. The sample comprised 277 university students, of which 252 were female (91.00%). Their ages ranged from 18 to 45 years, with a mean of 20.35 (SD = 2.29). Non-probabilistic chance sampling was used. For data collection, we used an anonymous online form, contacted students by mail, and invited them to participate in the study. Questionnaires were available between 217 and 227 days of decreed quarantine in Venezuela. The results indicated average levels of academic self-efficacy (Me = 4; IQR = 2), emotional intelligence: clarity (Me = 27; IQR = 10), attention (Me = 25; IQR = 10) y repair (Me = 25; IQR = 12), and psychological well-being (Me = 35; IQR = 5). We found differences according to sex and age, specifically in emotional regulation (z = 3.73, p < 0.001, d = 0.438) and in bonds of psychological well-being (z = 2.51, p = 0.012, d = 0.276) favoring men (Me = 33, IQR = 9; Me = 8, IQR = 1), respectively. Regarding age, statistically significant differences were found in the group of students older than 21 years with higher perception of psychological well-being (z = 3.69, p < 0.001, d = 0.43) and in each of its dimensions. Emotional intelligence and academic self-efficacy were found to be significant predictors of psychological well-being and its dimensions, specifically on control (R2-Cox = 0.25, R2-Nagelkerke = 0.34, 69.90% of total correct classification), links (R2-Cox = 0.09, R2-Nagelkerke = 0.12, 65.07% of total correct classification), projects (R2-Cox = 0.32, R2-Nagelkerke = 0.46, 78.40% of total correct classification), acceptance (R2-Cox = 0.17, R2-Nagelkerke = 0.23, 68.28% of total correct classification), and total well-being (R2-Cox = 0.52, R2-Nagelkerke = 0.71, 87.16% of total correct classification). It was concluded that emotional intelligence and academic self-efficacy are protective psychological resources of psychological well-being that should be promoted at university to mitigate the negative effects of the pandemic on the mental health of young people.

Psychological well-being in childhood: The role of trait emotional intelligence, regulatory emotional self-efficacy, coping and general intelligence

2021 ◽  
pp. 135910452110406
Author(s):  
Marina Pauletto ◽  
Michele Grassi ◽  
Maria Chiara Passolunghi ◽  
Barbara Penolazzi
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Mental Health Problems ◽  
Coping Styles ◽  
Well Being ◽  
Self Report ◽  
Unique Contribution ◽  
General Intelligence ◽  
Trait Emotional Intelligence ◽  
Psychological Well Being

Given the increase of mental health problems in youth, focusing on the promotion of psychological well-being is essential. Among the variables recognized as linked to children’s psychological well-being, trait emotional intelligence, emotional self-efficacy and coping seem to be crucial, whereas the role played by intelligence is still controversial. In the present study, we explored the combined effects of these variables, aimed at disentangling their unique contribution to psychological well-being of 74 children (41 males, mean age: 9.03 years). We administered verbal and reasoning tests as intelligence measures and self-report questionnaires to assess trait emotional intelligence, regulatory emotional self-efficacy, coping styles, psychological well-being. Correlations revealed two independent clusters of variables: a first cluster including intelligence indexes and a second cluster including psychological well-being, trait emotional intelligence, regulatory emotional self-efficacy and adaptive coping styles. Hierarchical regression analyses showed that only trait emotional intelligence and positive restructuring coping style significantly contributed to psychological well-being. This study highlights that, unlike general intelligence, trait emotional intelligence was associated to psychological well-being, whereas coping styles play a negligible role in explaining this relationship. These findings are valuable in identifying the most relevant factors for children’s adjustment and in enhancing emotion-related aspects in interventions for psychological well-being promotion.

scholarly journals The Role of University Students’ General Self-Efficacy, Depression and Psychological Well-being in Predicting Their Exercise Behavior

2017 ◽  
Vol 5 (3) ◽  
pp. 110 ◽  
Author(s):  
Gözde Ersöz
Keyword(s):  
University Students ◽  
Stages Of Change ◽  
Self Efficacy ◽  
Well Being ◽  
Exercise Behavior ◽  
Psychological Well Being ◽  
The Relationship ◽  
General Self Efficacy ◽  
Positive Effect

The aim of this research is to examine the relationship between exercise and general self-efficacy, depression, and psychological well-being of college students. Five hundred and twenty-two university students (nmale= 273; Xage= 23.33±4.36 and nfemale= 279; Xage=25.91±7.11) have participated in this research. The General Self-Efficacy Scale (GSES), Beck Depression Inventory (BDI), Physical Activity Stages of Change Questionnaire (PASCQ), and “Psychological Well-Being Scale (PWBS) have been applied to the sample group in this study. While differences in participants’ self-efficacy, depression, and psychological well-being levels with regard to the stage of changes in exercise are calculated with one way analysis of variance (ANOVA), the relationship between these ideas discussed in the research have been determined with Pearson Moments Product Correlation Analysis. According to the stages of exercise behavior, significant disparities have been found between participants’ level of self-efficacy, depression, and psychological well-being, and the relationship between those notions has been observed. According to the results, the participants’ general self-efficacy and psychological well-being levels were high and the depression levels were low when on advanced levels of exercise. In light of the findings obtained from this research, it has been concluded that continuity in exercise has a positive effect on psychological effects like general self-efficacy, depression and psychological well-being.

scholarly journals PROCRASTINATION AND SELF-CONCEPT IN MORE/LESS CONSCIENTIOUS STUDENTS

2021 ◽  
Author(s):  
Marianna Berinšterová ◽  
◽  
Miroslava Bozogáňová ◽  
Monika Magdová ◽  
Jana Kapová ◽  
...  
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Well Being ◽  
The Self ◽  
Self Control ◽  
Self Concept ◽  
Subjective Well Being ◽  
Negative Consequences ◽  
Cross Sectional ◽  
Negatively Associated

"Given its significant negative consequences for university students, procrastination has been studied extensively and shown to be associated with conscientiousness as a personality trait. Involving 333 university students doing teacher training programmes (68.5% female; Mage=20.51 (SD=1.61); 83.48% undergraduates doing a bachelor’s degree), our study aimed to explore the association between procrastination among more/less conscientious students and selected self-concept variables (self-control, self-efficacy, etc.). Our questionnaire was based on the Ten-Item Personality Inventory (Gosling, Rentfrow, Swann, 2003), the Self-Control Scale (Finkenauer, Engels, Baumeister, 2005), the Self-efficacy Scale (Ko?š, Hefteyova, Schwarzer, Jerusalem, 1993), and the Procrastination Scale for Student Populations (Gabrhelík, 2008); our control variables were gender and well- being (Subjective Well-Being Scale, Chan-Hoong, Soon, 2011). The sample was divided into two groups – (1) less conscientious and (2) more conscientious) – using the method of visual binning in SPSS 20. A t-test for independent samples and linear regression were used for data analysis. The less conscientious students in our sample reported a higher level of procrastination (t=6.479; df=310; p?0.001; Cohen's d=0.681). A linear model was conducted for both groups (the dependent variable being the level of procrastination, the independent variables being gender and the levels of self-control, self-efficacy, and well-being). Both models were significant ((1) F=8.449; p?0.001; R2=32.6; (2) F= 7.277; p?0.001; R2=25.7). Among the less conscientious students, the levels of self-control (?=-0.546; t=-5.262; p?0.001) and self-efficacy (?=-0.238; t=-2.092; p?0.001) were negatively associated with procrastination. Among the more conscientious students, the level of self-control (?=0.404; t=-3.929; p?0.001) was negatively associated with procrastination and “being a man” (0–man; 1–woman) (?=-0.307; t=-3.219; p?0.05) was significantly associated with the level of procrastination. The results of our study show trait and personality differences in the level of procrastination, highlighting the importance of self-control and self-efficacy development among university students. Interactive programmes with an impact on students’ self-concept can be a significant contribution to students’ ability to cope with their study requirements effectively. It could be argued that the limits of this study include cross-sectional and self-reported data."

scholarly journals INFLUENCE OF PARENTAL INCOME AND ENCOURAGEMENT ON ACADEMIC SELF-EFFICACY AND ACHIEVEMENT AMONG MALAYSIAN UNIVERSITY STUDENTS

2021 ◽  
Vol 6 (44) ◽  
pp. 81-94
Author(s):  
Kee Tan Yee ◽  
Mimi Fitriana ◽  
Sin Siau Ching ◽  
Vimala Govindasamy ◽  
Chuan Ho Meng
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Self Efficacy ◽  
Multiple Linear Regression Model ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Grade Point ◽  
Parental Encouragement ◽  
Working Status ◽  
Academic Self Efficacy

Parents play an important role in shaping the academic achievement of their children. This study aimed to investigate the association between parental factors and university students’ academic self-efficacy and academic achievement, and the correlation between academic self-efficacy and the academic achievement of university students within the context of Malaysia. The cross-sectional study recruited participants using an online questionnaire, which included demographic information such as age, current education status, current working status, Cumulative Grade Point Average (CGPA) and parents’ monthly income, the Parental Encouragement Scale (PES), and Academic Self-efficacy (ASE) Scale. A total of 196 participants responded to the survey. The results of the Pearson’s correlation showed that parental encouragement was positively correlated with academic self-efficacy (r (196)=.144, p=.044), whilst academic self-efficacy was positively correlated with CGPA (r (196) = .241, p=.001). The multiple linear regression model showed that part-time working status (β=-.184, p=.008) and academic self-efficacy (β=.252, p<.001) were significantly associated with CGPA. Parents should be encouraged and trained to develop academic self-efficacy in their children.

scholarly journals Fear of graft rejection after heart transplantation – a nationwide cross-sectional cohort study

2020 ◽  
pp. 147451512093783
Author(s):  
Anna Forsberg ◽  
Annika M Kisch ◽  
Annika Paulsson ◽  
Cecilia Ragntoft ◽  
Marita Dalvindt ◽  
...  
Keyword(s):  
Heart Transplantation ◽  
Heart Transplant ◽  
Graft Rejection ◽  
Self Efficacy ◽  
Well Being ◽  
Perceived Threat ◽  
Transplant Recipients ◽  
Cross Sectional ◽  
Psychological Well Being ◽  
Heart Transplant Recipients

Background: Cellular rejection is most common 3–6 months after heart transplantation while chronic rejection, that is, cardiac allograft vasculopathy and malignancy are the most common causes of death in heart-transplant recipients beyond the third year after transplantation. However, the heart transplantation recipient’s perceived threat of graft rejection has never been explored. Aim: The aim was to explore perceived threat of the risk of graft rejection and its relationship to psychological wellbeing, fatigue, health literacy, adherence and self-efficacy 1–5 years after heart transplantation. Methods: In a nationwide, cross-sectional study that constituted part of the Self-management after thoracic transplantation project, 79 heart recipients (68% men and 32% women with a mean age of 52.6 years) were investigated after one year ( n=28), two years ( n=17), three years ( n=11), four years ( n=17) and five years ( n=6). The instruments used were: the Perceived Threat of the Risk of Graft Rejection, the Psychological General Well-being, Self-efficacy for Managing Chronic Disease, the Multidimensional Fatigue Inventory, the Newest Vital Sign and the Basel Assessment of Adherence to Immunosuppressive Medication Scale. Results: Twenty-eight per cent of the heart transplantation recipients perceived graft rejection as a serious threat. Intrusive anxiety was low and 37% perceived the threat of the risk of graft rejection as being beyond their control. Heart transplant recipients with high level of fatigue and low psychological well-being reported stronger intrusive anxiety and less control. Conclusion: A perceived threat of the risk of graft rejection is present in the everyday lives of heart transplantation recipients and is strongly related to overall psychological well-being.

scholarly journals Emotional Intelligence, Sense of Coherence, Engagement and Coping: A Cross-Sectional Study of University Students’ Health

2019 ◽  
Vol 11 (24) ◽  
pp. 6953 ◽  
Author(s):  
Elena Fernández-Martínez ◽  
Ana I. López-Alonso ◽  
Pilar Marqués-Sánchez ◽  
María Cristina Martínez-Fernández ◽  
Leticia Sánchez-Valdeón ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Sense Of Coherence ◽  
General Health Questionnaire ◽  
Perceived Health ◽  
Well Being ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
And Coping

It is important to consider university settings as sustainable environments that promote student well-being. Our aim in this study was to determine how the variables of engagement, emotional intelligence, sense of coherence, and coping influence the health of students at a Spanish university. This was a descriptive, cross-sectional study. The instruments of measures administered were: The General Health Questionnaire, Trait Meta-Mood Scale, Uterch Work Engagement Scale, sense of coherence and brief coping scale to 463 students. The results showed that better-perceived health was associated with higher scores for dedication, vigor, clarity, repair, sense of coherence, active coping, positive reframing, and humor. Conversely, poorer perceived health was associated with higher scores for attention, instrumental support, self-distraction, venting, religion, denial, self-blaming, emotional support, and behavioral disengagement. In addition, the variables analyzed presented differences by sex. Our proposed predictive model of health and the associations between variables indicate the need to cultivate emotional skills, such as mood repair, a sense of coherence, and coping strategies, in order to promote student health. Facilitating students’ acquisition of knowledge and resources by analyzing these and other variables can contribute to individual well-being and help university students to cope with present and future academic challenges.

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