Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach
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, ac...
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| Format: | Article |
| Language: | English |
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BMC
2024-12-01
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| Series: | BMC Psychology |
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| Online Access: | https://doi.org/10.1186/s40359-024-02284-6 |
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| author | Shan Zhang Shazia Rehman Yali Zhao Erum Rehman Bushra Yaqoob |
| author_facet | Shan Zhang Shazia Rehman Yali Zhao Erum Rehman Bushra Yaqoob |
| author_sort | Shan Zhang |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-b5cc61d918a340388670ea65859698e7 |
| institution | Kabale University |
| issn | 2050-7283 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj-art-b5cc61d918a340388670ea65859698e72024-12-22T12:56:15ZengBMCBMC Psychology2050-72832024-12-0112111310.1186/s40359-024-02284-6Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approachShan Zhang0Shazia Rehman1Yali Zhao2Erum Rehman3Bushra Yaqoob4Development Planning Department, Nanyang Institute of TechnologyDepartment of Psychiatry, National Clinical Research Center for Mental Disorders, and National Center for Mental Disorders, The Second Xiangya Hospital of Central South UniversityZhengzhou Institute of Science and TechnologyDepartment of Mathematics, Nazarbayev UniversityDepartment of Pharmacy, The Women UniversityAbstract 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.https://doi.org/10.1186/s40359-024-02284-6Academic stressAcademic motivationEmotional intelligenceMindfulnessDoctoral studentsCross-lagged panel model |
| spellingShingle | Shan Zhang Shazia Rehman Yali Zhao Erum Rehman Bushra Yaqoob Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach BMC Psychology Academic stress Academic motivation Emotional intelligence Mindfulness Doctoral students Cross-lagged panel model |
| title | Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach |
| title_full | Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach |
| title_fullStr | Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach |
| title_full_unstemmed | Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach |
| title_short | Exploring the interplay of academic stress, motivation, emotional intelligence, and mindfulness in higher education: a longitudinal cross-lagged panel model approach |
| title_sort | exploring the interplay of academic stress motivation emotional intelligence and mindfulness in higher education a longitudinal cross lagged panel model approach |
| topic | Academic stress Academic motivation Emotional intelligence Mindfulness Doctoral students Cross-lagged panel model |
| url | https://doi.org/10.1186/s40359-024-02284-6 |
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