Abd El-Kader, R., Hassan, G., Mekhamier, H. (2025). Effect of Emotional Intelligence and Self-efficacy on Nursing Students' Academic Performance. Assiut Scientific Nursing Journal, 13(51), 129-139. doi: 10.21608/asnj.2025.365640.2033
Rabab Gad Abd El-Kader; Ghada Sobhy Hassan; Hanem Awad Mekhamier. "Effect of Emotional Intelligence and Self-efficacy on Nursing Students' Academic Performance". Assiut Scientific Nursing Journal, 13, 51, 2025, 129-139. doi: 10.21608/asnj.2025.365640.2033
Abd El-Kader, R., Hassan, G., Mekhamier, H. (2025). 'Effect of Emotional Intelligence and Self-efficacy on Nursing Students' Academic Performance', Assiut Scientific Nursing Journal, 13(51), pp. 129-139. doi: 10.21608/asnj.2025.365640.2033
Abd El-Kader, R., Hassan, G., Mekhamier, H. Effect of Emotional Intelligence and Self-efficacy on Nursing Students' Academic Performance. Assiut Scientific Nursing Journal, 2025; 13(51): 129-139. doi: 10.21608/asnj.2025.365640.2033
Effect of Emotional Intelligence and Self-efficacy on Nursing Students' Academic Performance
1Assistant Professor of Community Health Nursing, Faculty of Nursing, Mansoura University, Egypt.
2Assistant Professor of Family and Community Health Nursing, Faculty of Nursing, Ain Shams University, Egypt.
3Assistant Professor of Family and Community Health Nursing, Faculty of Nursing, Damittae University, Egypt.
Abstract
Background: Emotional intelligence and self-efficacy are critical factors influencing the academic performance of nursing students. Aim: To evaluate the effect of emotional intelligence and self-efficacy on nursing students' academic performance. Methods: A convenience sample of 567 nursing undergraduates selected in a quantitative descriptive comparative study design was conducted at Faculty of Nursing, Damietta University's, Egypt. Four tools utilized to collect data, I: Student demographic information and academic achievement. II: The Schutte Self Report Emotional Intelligence Test, III: General Self-Efficacy Scale, and IV: Students' Academic Performance Scale. Results: showed that the first and fourth-year students' mean scores on the emotional intelligence, self-efficacy, and academic performance measures were statistically significant (P=.000; P=0.001), gender, emotional intelligence, and self-efficacy all differed statistically significantly (P=0.000). Academic performance and emotional intelligence were significantly correlated (p =.005). Academic achievement and self-efficacy had no significant relationship (p =.286). Conclusion: The study showed that academic achievement among the first and fourth years is influenced by emotional intelligence and self-efficacy. Academic achievement and emotional intelligence were significantly correlated. Recommendations: Design interventional studies to examine the effectiveness of emotional intelligence training and self-efficacy learning program on academic performance.
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