ArticleBMC medical education2024
The mediating effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress among university students: a cross-sectional study.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- Mediating effect of technostress on the relationship between artificial intelligence literacy and attitude toward digital technology among health profession students: a structural equation modeling approach.Journal of Yeungnam medical science · 2026Article
- Bridging the gender gap in occupational wellbeing: a pilot intervention based on psychoeducation in judicial office for organized crime.Frontiers in sociology · 2026Article
- Emotional intelligence and self-regulated learning: psychological pathways to student engagement and academic performance.Frontiers in psychology · 2026Review
- AI literacy and creative self-beliefs among Chinese college students: examining the underlying mechanisms and boundary conditions.Frontiers in psychology · 2026Article
- Study on design and practice of PBL teaching model based on STEM education concept.Scientific reports · 2025Article
- Impact of multiple educational technologies on well-being: the mediating role of digital cognitive load.BMC nursing · 2025Article
- Screen time and stress: understanding how digital burnout influences health among nursing students.BMC nursing · 2025Article
- Game on or game over? Gamification from 360-degree perspective, perception, confidence, and challenges in simulation based nursing education: mixed-method study.BMC nursing · 2025Article
- Article
- Effects of outdoor sports on college students' learning burnout: a multiple mediation model of social support and self-regulation.Frontiers in psychology · 2025Article
- Can digital health literacy promote residents' physical and mental health? An empirical analysis based on Chinese General Social Survey.Frontiers in public health · 2025Article
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8 authors.
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Abstract
backgroundAcademic stress is a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic "digitally regulated emotional intelligence" strategy to reduce academic stress effectively. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world.
aimTo assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students' digital literacy and self-regulation.
methodsA cross-sectional study was conducted to examine correlations and describe quantitative data. Data on two hundred forty students were collected from Fatima College of Health Sciences in the 2023-24 academic year. Pearson's correlation coefficient was applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress.
resultsEmotional intelligence, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t = 3.830, p < 0.001). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the relationship above.
conclusionThe study noted significant connections between study attributes, mainly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may influence their stress levels. Furthermore, digital literacy mediated between emotional intelligence and academic stress, implying that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.
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