Abstract
Background: Recognizing the under-examined socio-cognitive mindfulness and achievement emotions in nursing, this study aimed to examine the relationships between grit, socio-cognitive mindfulness, and achievement emotions among nursing students, as well as the mediating effects of socio-cognitive mindfulness. Methods: This study utilized a cross-sectional design. A total of 220 nursing students in Korea completed the questionnaire measuring the levels of grit, socio-cognitive mindfulness, and achievement emotions. To analyze data, structural equation modeling and path analysis were performed. Results: Grit was positively related to socio-cognitive mindfulness and positive achievement emotions but negatively related to negative emotions. Socio-cognitive mindfulness was positively related to positive emotions but negatively related to negative emotions. In addition, the mediating effects of socio-cognitive mindfulness were found in the association between grit and achievement emotions in nursing students. Conclusions: Grittier students tend to have higher socio-cognitive mindfulness and positive emotions but lower negative emotions in learning environments. Mediating effects highlight the benefits of socio-cognitive mindfulness in the context of nursing education, providing the basis for developing practical mindfulness programs to cultivate nursing students’ socio-cognitive mindfulness.
Highlights
Nursing students might be seen as having a stable college life because of having a relatively clear goal as to their future career and a higher employment rate compared to students in other majors; in actuality, they constantly report that they are experiencing more stress and negative emotions due to a heavy study load, frequent exams, and clinical practice compared to other major students [1,2]
This study investigated the mediating effects of socio-coghas been no in empirical research between to directly test theachievement mediating function of Founded socio-cognitive nitive mindfulness the relationship grit and emotions
The purpose of the study was to examine the relationships between grit, sociocognitive mindfulness, and achievement emotions among nursing students in Korea, as well as the mediating effects of socio-cognitive mindfulness in the relationship between grit and achievement emotions
Summary
Nursing students might be seen as having a stable college life because of having a relatively clear goal as to their future career and a higher employment rate compared to students in other majors; in actuality, they constantly report that they are experiencing more stress and negative emotions due to a heavy study load, frequent exams, and clinical practice compared to other major students [1,2]. It is critical to pay attention to nursing students’ psychological well-being, focusing on emotional experiences, which directly influence their learning and college life [2]. Acknowledging that achievement emotions can have profound influences on students’ learning, academic performance, and psychological well-being, researchers have conducted considerable studies on them in the education field [4–6]. Research on achievement emotions is still in the early stages of research in the nursing field, consideration of nursing students’ emotions should be of more concern in comparison to those of students in other majors [2]. A total of 220 nursing students in Korea completed the questionnaire measuring the levels of grit, sociocognitive mindfulness, and achievement emotions. Results: Grit was positively related to socio-cognitive mindfulness and positive achievement emotions but negatively related to negative emotions. Socio-cognitive mindfulness was positively related to positive emotions but negatively related to negative emotions
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