ArticleBMC nursing2024
Perceived academic anxiety and procrastination among emergency nursing students: the mediating role of cognitive emotion regulation.
Article in BMC nursing, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Harnessing large language models in virtual CBT for university students' academic anxiety: a preliminary randomized trial.Frontiers in public health · 2026Trial
- Transition shock, emotion regulation and imposter phenomenon among nursing interns: a cross-sectional study.BMC nursing · 2026Article
- Family communication patterns and perfectionism as predictors of academic procrastination in nursing students.BMC medical education · 2026Article
- Psychological distress, self-efficacy, and academic advising among Saudi nursing students during academic reform: a mixed-methods study.BMC medical education · 2025Article
- Teachers' academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits.BMC psychology · 2025Article
- Perceived stress and academic procrastination among higher vocational nursing students: the mediating roles of positive and negative emotions.BMC nursing · 2025Article
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Abstract
aimExplore the mediating role of cognitive emotion regulation strategies used by nursing students between academic anxiety and procrastination.
designA descriptive correlational design was used.
settingThis study was carried out in the faculty of nursing at the University of Alexandria. SAMPLE: The participants in this study were all students enrolled in emergency nursing during the second semester of the academic year 2021-2022 and a convenience sampling of 654 nursing students. The Sobel test was used as a statistical method to determine the significance of a mediation effect by assessing whether the relationship between perceived academic anxiety and procrastination was significantly reduced when cognitive emotion regulation was included, using coefficients and standard errors from regression models to calculate the test statistic. TOOLS: Academic Anxiety Scale, Academic Procrastination Scale, and Cognitive Emotion Regulation Questionnaire were used to collect data.
resultsThe study found that 46.5% of students reported high anxiety levels, with 40.1% perceiving moderate anxiety and only 11.3% experiencing low anxiety. Moreover, 80.4% of nursing students showed moderate academic procrastination. There is a positive correlation between procrastination and academic anxiety, with Adaptive and maladaptive coping strategies mediating this relationship, according to the Sobel test.
conclusionBased on the results, it can be concluded that there is a complex causal and effect relationship between academic anxiety and procrastination. Nursing students may resort to academic procrastination as a means of coping. Therefore, reducing anxiety, correcting maladaptive behaviors, and enhancing adaptive cognitive and emotional regulation strategies could effectively reduce academic procrastination.
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