Emotional intelligence a academic procrastination among junior college nursing students

To explore nursing students' academic procrastination and its relationship with emotional intelligence (EI) and self-efficacy, and self-efficacy's mediation of the relationship between EI and academic procrastination.Academic procrastination can lead to a range of negative outcomes. Previous researches have suggested EI and self-efficacy are associated with academic procrastination, but the underlying mechanism of the relationships between them is not clear. Therefore, it is important to determine how these two factors affect academic procrastination.A cross-sectional survey.A convenience sample of 347 nursing students was recruited from two junior colleges in Jinan City, Shandong Province, China.Emotional intelligence and self-efficacy were negatively associated with academic procrastination. Furthermore, self-efficacy mediated the relationship between EI and academic procrastination.Students who report lower EI and self-efficacy may be at a higher risk of academic procrastination. One way of weakening individuals' procrastination is to strengthen their EI. Another is to help them believe in their abilities rather than fear failure in achieving their goal. Focusing more on these influencing factors can help nursing educators develop intervention measures aimed at decreasing students' procrastination behaviour, such as through EI and self-efficacy training.The findings from the current study could have important implications for nursing education. That is, students who report lower EI and self-efficacy may be at a higher risk of academic procrastination. A larger focus on these influencing factors can help nursing educators and consultants develop intervention measures aimed at decreasing students' procrastination behaviour.目的: 探讨护理学生的学习拖延与其情商和自我效能的关系,以及自我效能对情商(EI)与学习拖延之间关系的调解作用。 背景: 学习拖延会导致一系列负面结果。以往研究表明,情商(EI)和自我效能与学习拖延相关,但它们之间关系的内在机制尚不明确。因此,确定这两个因素是如何影响学术拖延非常重要。 设计: 一项横断面研究。 方法: 从山东省济南市的两所专科学院招募了347名护理学生以作为便利样本。 结果: 情商和自我效能与学习拖延呈负相关。此外,自我效能能够调解情商与学习拖延之间的关系。 结论: 情商(EI)和自我效能较低的学生可能出现学习拖延的几率更高。降低个人拖延的方法之一就是提高这些学生的情商(EI)。另一方法是帮助他们相信自己的能力,而不是害怕无法实现目标。更加关注这些影响因素有助于护理教育工作者制定出旨在减少学生学习拖延行为的干预措施,例如培养学生情商(EI)和自我效能。 影响: 当前研究的研究结果对于护理教育有着重大意义。那就是,情商(EI)和自我效能较低的学生更容易出现学习拖延。对这些影像因素给予更多关注有助于护理教育工作者以及护理顾问制定出旨在减少学生学习拖延行为的干预措施。.