Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach.

IF 2.7 3区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY
Shan Zhang, Shazia Rehman, Yali Zhao, Erum Rehman, Bushra Yaqoob
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引用次数: 0

Abstract

Students in higher education often encounter significant academic pressure, which can have profound implications for their mental health and academic performance. The current study employs a two-wave longitudinal design to investigate the dynamic interrelationships among academic stress, academic motivation, emotional intelligence, and mindfulness. The study employed a cross-lagged panel model to investigate the temporal interactions among these four constructs and their influence on the academic experiences of doctoral students. The sample consisted of 643 individuals at Time 1 (September/October 2022), followed by a subsequent assessment involving 413 participants (July/August 2023). Notably, there was an overlap of 373 participants who were evaluated at both time points. The results indicated the presence of substantial reciprocal relationships among the constructs under investigation. The outcomes indicated that elevated emotional intelligence and mindfulness levels are associated with reduced academic stress and enhanced motivation. The implications of this analysis underscore the necessity of facilitating interventions aimed at enhancing emotional intelligence and mindfulness. These components are instrumental in promoting resilience and supporting academic success among students. These longitudinal insights hold significant importance within the academic literature as they elucidate the various stressors doctoral students encounter. Furthermore, this research provides practical implications for educators and policymakers in formulating targeted strategies to enhance student well-being and improve educational outcomes.

探索高等教育中学业压力、动机、情商和正念的相互作用:纵向交叉滞后面板模型方法。
高等教育的学生经常面临巨大的学业压力,这可能对他们的心理健康和学习成绩产生深远的影响。本研究采用双波纵向设计,探讨学业压力、学业动机、情绪智力和正念之间的动态相互关系。本研究采用交叉滞后面板模型考察了这四个构念之间的时间交互作用及其对博士生学术经历的影响。在时间1(2022年9月/ 10月),样本由643人组成,随后的评估涉及413人(2023年7月/ 8月)。值得注意的是,有373名参与者在两个时间点都接受了评估。结果表明,所调查的构念之间存在实质性的互惠关系。结果表明,情绪智力和正念水平的提高与学业压力的减少和动力的增强有关。这一分析的含义强调了促进旨在提高情商和正念的干预的必要性。这些组成部分有助于促进学生的适应力和支持学业成功。这些纵向见解在学术文献中具有重要意义,因为它们阐明了博士生遇到的各种压力源。此外,本研究为教育工作者和政策制定者制定有针对性的策略以提高学生的幸福感和改善教育成果提供了实践意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
BMC Psychology
BMC Psychology Psychology-Psychology (all)
CiteScore
3.90
自引率
2.80%
发文量
265
审稿时长
24 weeks
期刊介绍: BMC Psychology is an open access, peer-reviewed journal that considers manuscripts on all aspects of psychology, human behavior and the mind, including developmental, clinical, cognitive, experimental, health and social psychology, as well as personality and individual differences. The journal welcomes quantitative and qualitative research methods, including animal studies.
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