Abstract
Background: Mindfulness is known as an effective emotion regulation strategy and is beneficial for improving emotions. While meditative mindfulness has been widely studied, socio-cognitive mindfulness has received little attention in nursing literature, despite its potential benefits to the field. This study investigated relationships between nursing students’ socio-cognitive mindfulness, emotion regulation (reappraisal and suppression), and achievement emotions, and explored the mediating effects of emotion regulation. Methods: A total of 459 nursing students from three universities in Korea completed the questionnaire measuring the study variables. Structural equation modeling and path analysis were conducted to test the hypotheses. Results: Socio-cognitive mindfulness was found to positively influence reappraisal while negatively influencing suppression. Additionally, socio-cognitive mindfulness positively predicted positive achievement emotions but negatively predicted negative emotions. Reappraisal positively influenced positive emotions, whereas suppression positively influenced negative emotions. Furthermore, reappraisal mediated the link between mindfulness and positive emotions, and suppression mediated the link between mindfulness and negative emotions. Conclusions: Socio-cognitive mindfulness may be effective in regulating emotions among nursing students by enhancing reappraisal and reducing suppression. Mediating effects highlight the relevance of students’ emotion regulation in nursing education, suggesting the need to develop emotion regulation education programs.
Highlights
With the advent of the fourth industrial revolution, college students are required to possess socio-emotional skills that enhance the role of humans so as to counteract the impact of artificial intelligence [1]
This study aims to investigate the relationships between socio-cognitive mindfulness, emotion regulation, and both positive and negative achievement emotions among nursing college students
We evaluated the model with the chi-square (χ2 ), comparative fit index (CFI), root-mean-square-error of approximation (RMSEA), Tucker-Lewis Index (TLI), and standardized root-mean-square-residual (SRMR)
Summary
With the advent of the fourth industrial revolution, college students are required to possess socio-emotional skills that enhance the role of humans so as to counteract the impact of artificial intelligence [1]. Nursing students should enhance their empathy, which is a representative socio-emotional skill [2]. To improve one’s empathy, students must first be competent in understanding their own emotions and managing those emotions effectively. This, coupled with the nature of the nursing profession, requires that nursing educators and researchers pay more attention to nursing students’ psychological well-being, management of emotions, and ability to empathize. This study investigated relationships between nursing students’ socio-cognitive mindfulness, emotion regulation (reappraisal and suppression), and achievement emotions, and explored the mediating effects of emotion regulation. Results: Socio-cognitive mindfulness was found to positively influence reappraisal while negatively influencing suppression. Reappraisal mediated the link between mindfulness and positive emotions, and suppression mediated the link between mindfulness and negative emotions. Conclusions: Socio-cognitive mindfulness may be effective in regulating emotions among nursing students by enhancing reappraisal and reducing suppression
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