Social Intelligence, Self-Efficacy, and Stress-Coping Styles as Predictors of Emotional Intelligence in Nursing Students: A Descriptive Study

Year 2022, Volume: 5 Issue: 3, 476 - 483, 01.09.2022

Alime Selçuk Tosun , Nurcan Akgül Gündoğdu , Emine Ergin , Neslihan Lök

https://doi.org/10.19127/bshealthscience.1115290

Cited By: 1

Abstract

This study aims to determine the level of emotional intelligence, social intelligence, self-efficacy, and stress-coping strategies in nursing students, as well as investigate the relationship of emotional intelligence with these variables. The study design was a descriptive relational type. Data were collected from 322 students recruited from one nursing faculty and one faculty of health sciences. Nursing students’ total emotional intelligence score mean (127.73±15.33) was above average. Social intelligence, self-efficacy, and a self-confident coping style were important predictors of emotional intelligence (p<0.05). This study presented an important finding on how nursing students could improve their emotional intelligence in the vocational training process considering the factors that may be associated with emotional intelligence.

Keywords

Emotional intelligence, Social intelligence, Self-efficacy, Stress-coping style, Nursing students

References

• Alavi NM. 2014. Self-efficacy in nursing students. Nurs Midwifery Stud, 3(4): e25881.
• Ali NS, Al OS. 2016. Stress perception, lifestyle behaviors, and emotional intelligence in undergraduate nursing students. J Nurs Educ Pract, 6(10): 16-22.
• Austin EJ, Saklofske DH, Huang SH, McKenney D. 2004. Measurement of trait emotional intelligence: Testing and cross-validating a modified version of Schutte et al.'s (1998) measure. Pers Individ Dif, 36(3): 555-562.
• Bandadi L, Chamkal N, Belbachir S, Ahami AOT. 2020. Perceived stress among moroccan nurses student: effect of the emotional self-efficacy. Open Access Maced J Med Sci, 8(E): 156-161.
• Bandura A. 1997. Self-efficacy: The exercise of control. Freeman, New York, US, pp: 211.
• Bandura A. 2001. Social cognitive theory: An agentic perspective. Annu Rev Psychol, 52(1): 1-26.
• Bar-On R. 1997. The emotional quotient inventory (EQ-i). technical manual. Multi-Health Systems, Inc., Toronto, Canada, pp: 86.
• Bar-On R. 2006. The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18(1): 13-25.
• Birks Y, McKendree J, Watt I. 2009. Emotional intelligence and perceived stress in healthcare students: a multi-institutional, multi-professional survey. BMC Med Educ, 9: 61.
• Codier E, Kamikawa C, Kooker BM. 2011. The impact of emotional intelligence development on nurse managers. Nurs Adm Q, 35(3): 270-276.
• Conner M. 2015. Self-efficacy, stress, and social support in retention of student registered nurse anesthetists. AANA J, 83(2): 133-138.
• Çankaya M, Çiftçi GE. 2019. The impact of emotional ıntelligence on nurses' coping styles with stress: an application in Çorum. Anadolu Univ J Soc Sci, 19(2): 391-414.
• Doğan T, Çetin B. 2009. “Tromso Sosyal Zekâ Ölçeği Türkçe Formunun Faktör Yapısı, Geçerlik ve Güvenirlik Çalışması” Kuram ve Uyg Eğit Bil, 9(2): 691-720.
• Doğan T. 2006. The investigation of relationship between social intelligence depression and some variables at university students. Master Thesis, Sakarya University, Institute of Social Sciences, Sakarya, Türkiye, pp: 93.
• El Dahshan MEA, Elshall SE, El-Kholy SM, Dorgham LS. 2020. The relationship among emotional ıntelligence, stress and coping strategies for nursing students. J Educ Res Rev, 8(4): 45-56.
• El-Sayed SH, El-Zeiny HHA, Adeyemo DA. 2014. Relationship between occupational stress, emotional intelligence, and self-efficacy among faculty members in faculty of nursing Zagazig University, Egypt. J Nurs Educ Prac, 4(4): 183-194.
• Enns A, Eldridge GD, Montgomery C, Gonzalez VM. 2018. Perceived stress, coping strategies, and emotional intelligence: a cross-sectional study of university students in helping disciplines. Nurse Educ Today, 68: 226-231.
• Eshghi P, Arofzad S, Hosaini TA. 2013. Relationship between social intelligence with effective influence among physical education expertise in Isfahan Education Organizations. Eur J Exp Biol, 3(3): 168-172.
• Faul F, Erdfelder E, Lang AG, Buchner A. 2007. G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behav Res Methods, 39: 175-191.
• Farshi MR, Vahidi M, Jabraeili M. 2015. Relationship between emotional intelligence and clinical competencies of nursing students in Tabriz Nursing and Midwifery School. Res Med Educ, 4(1): 91-95.
• Folkman S, Lazarus RS. 1980. An analysis of coping in a middle-aged community sample. J Health Soc Behav 21(3): 219-239.
• Foster K, Fethney J, Kozlowski D, Fois R, Reza F, McCloughen A. 2018. Emotional intelligence and perceived stress of Australian pre-registration health care students: A multi-disciplinary cross-sectional study. Nurse Educ Today, 66: 51-56.
• Goleman D. 2006. Social intelligence: The new science of human relationships. Bantam Dell, New York, US, pp: 405.
• Goleman D, Boyatzis R, McKee A. 2002. Primal leadership: realizing the power of emotional intelligence. Harvard Business School Press, Boston, US, pp: 352.
• Gözüm S, Aksayan S. 1999. The reliability and validity of Turkish form of the self-efficacy scale. J Anatolian Nurs Health Sci, 2(1): 21-33.
• James AH. 2018. Action learning can support leadership development for undergraduate and postgraduate nurses. British J Nurs, 27(15): 876-880.
• Kaya H, Şenyuva E, Bodur G. 2017. Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research. Nurse Educ Today, 48: 72-77.
• Kikanloo AT, Jalali R, Asadi Z, Shokrpour N, Amiri M, Bazrafkan L. 2019. Emotional intelligence skills: is nurses’ stress and professional competence related to their emotional intelligence training? A quasi-experimental study. J Adv Med Educ Professionalism, 7(3):138-143.
• Larijani TT, Movaghari MR, Rostami M, Zamani N, Ghadirian F. 2017. The Relationship between emotional intelligence and coping styles against stress among nurses. World J Res Rev, 4(5): 71-75.
• Lee OS, Noh YG. 2017. The relationship among emotional intelligence, cri-tical thinking disposition, professional self‐concept and problem solving skills for nursing students. J Digit Converg, 15(12): 349‐358.
• Meng L, Qi J. 2018. The Effect of an emotional ıntelligence ıntervention on reducing stress and ımproving communication skills of nursing students. NeuroQuantol, 16(1): 37-42.
• Moreland JJ, Apker J. 2016. Conflict and stress in hospital nursing: improving communicative responses to enduring professional challenges. Health Commun, 31(7): 815-823.
• O’Donnell H. 2009. The emotional impact of nursing student attrition rates. Br J Nur, 18(12): 745-754.
• Por J, Barriball L, Fitzpatrick J, Roberts J. 2011. Emotional intelligence: its relationship to stress, coping, well-being and professional performance in nursing students. Nurse Educ Today, 31 (8): 855-860.
• Powell KR, Mabry JL, Mixer SJ. 2015. Emotional intelligence: A critical evaluation of the literature with implications for mental health nursing leadership. Issues in Ment Health Nurs, 36(5): 346-356.
• Rankin B. 2013. Emotional intelligence: enhancing values-based practice and compassionate care in nursing. J. Adv. Nurs, 69(12): 2717-2725.
• Ruiz-Aranda D, Extremera N, Pineda-Galán C. 2014. Emotional intelligence, life satisfaction and subjective happiness in female student health professionals: the mediating effect of perceived stress. J Psychiatr Ment Health Nurs, 21(2): 106-113.
• Salovey P, Mayer JD. 1990. Emotional intelligence. Imagin Cogn Personality, 9: 185-211.
• Salovey P, Mayer JD, Caruso D. 2002. The positive psychology of emotional intelligence, Handbook of positive psychology. Oxford University Press, New York, US, pp: 159-171.
• Savel RH, Munro CL. 2016. Emotional intelligence: for the leader in us all. Am J Crit Care, 25(2): 104-106.
• Schutte NS, Malouff JM, Hall LE, Haggerty DJ, Cooper JT, Golden CJ, Dorheim L. 1998. Development and validation of a measure of emotional intelligence. Pers Indiv Differ, 25(2): 167-177.
• Sherer M, Maddux JE, Mercandante B, Prentice-Dunn S, Jacobs B, Rogers RW. 1982. The self-efficacy scale: Construction and validation. Psychological Rep, 51(2): 663-671.
• Shipley NL, Jackson MJ, Segrest SL. 2010. The effects of emotional intelligence, age, work experience, and academic performance. RHEJ, 9: 1-18.
• Silvera D, Martinussen M, Dahl TI. 2001. The Tromsø Social Intelligence Scale, a self‐report measure of social intelligence. Scandinavian J Psychol, 42(4): 313-319.
• Şahin NH, Durak A. 1995. Stresle başa çıkma tarzları ölçeği: Üniversite öğrencileri için uyarlanması. Türk Psikol Derg, 10(34): 56-73.
• Talman K, Hupli M, Engblo J, Haavisto E. 2020. Emotional intelligence of nursing applicants and factors related to it: A crosssectional study. Nurse Educ. Today, 85: 104271.
• Tatar A, Tok S, Saltukoğlu G. 2011. Adaptation of the revised schutte emotional intelligence scale into Turkish and examination of its psychometric properties. Bull Clin Psychopharmacol, 21(4): 325-338.
• Thomas DS, Natarajan JR. 2017. Emotional intelligence among nursing students an integrated review. IOSR J Nurs Health Sci, 6(1): 81-89.
• Watson R, Dreary I, Thompson D, Li G. 2008. A study of stress and burnout in nursing students in Hong Kong: a questionnaire survey. Int J Nurs Stud, 45(10): 1534-1542.
• Wawra D. 2009. Social intelligence: The key to intercultural communication. European J English Stud, 13(2): 163-177.
• Won SJ, Heo CH, Choi YS. 2018. The effects of school life, emotional intelligence, and social intelligence on resilience of nursing university students. Biomed Res, 29(21): 3829-3834.
• Yamani N, Sharabi M, Haghani F. 2014. The relationship between emotional intelligence and job stress in the faculty of medicine in Isfahan University of Medical Sciences. J Adv Med Educ Prof, 2(1): 20-26.
• Zhu B, Chen CR, Shi ZY, Liang HX, Liu B. 2016. Mediating effect of self-efficacy in relationship between emotional intelligence and clinical communication competency of nurses. Int J Nurs Sci, 3(2): 162-168.