ArticleNursing open2024
Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence.
Article in Nursing open, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed, 16 citations in OpenAlex.
- Article
- Prevalence of stress and associated factors among nursing students in Limpopo province, South Africa.Curationis · 2026Article
- The mediating effect of academic delay of gratification on the relationship between future time perspective and learning engagement among nursing students: A multi-center cross-sectional study.BMC medical education · 2026Article
- Healthcare-related regret coping and related factors among undergraduate nursing interns: a latent profile analysis.BMC medical education · 2026Article
- From foreign language classroom anxiety to English learning engagement: the roles of cognitive reappraisal and expressive suppression.Frontiers in psychology · 2026Article
- Academic stress and online learning engagement in medical students: the parallel mediating roles of sleep quality and positive academic emotions.BMC medical education · 2025Article
- Perceived stress and academic procrastination among higher vocational nursing students: the mediating roles of positive and negative emotions.BMC nursing · 2025Article
- Factors influencing the negative emotions of undergraduate medical students.Frontiers in psychology · 2025Review
- Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence.Nursing open · 2024Article
Corrections and comments
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Authors and funding
8 authors at 8 institutions in 4 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimTo assess the mediating role of emotion regulation and emotional intelligence in the relationship between stress and academic engagement among Saudi undergraduate nursing students.
designThis study employed a quantitative cross-sectional research design.
methodsThe study recruited 367 Saudi undergraduate nursing students at a major Saudi university. Structural equation modelling was used to explore the mediational model.
resultsThe results of the ANOVA and Welch F-test demonstrated that the emotional intelligence, emotional regulation and academic engagement scores were statistically significantly different according to stress levels (p-values <0.01). Perceived stress has a statistically significant moderate negative correlation with academic engagement and emotional intelligence and a strong negative correlation with emotional regulation. The results also showed that academic engagement had a statistically significant moderate positive association with emotional intelligence and emotional regulation. Results indicate that stress and academic engagement are negatively correlated among Saudi undergraduate nursing students. It focuses on the balancing functions of emotional regulation and emotional intelligence, highlighting their ability to lower stress levels and improve academic engagement. No Patient or Public Contribution.
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