Can Emotional Intelligence Increase the Positive Psychological Capital and Life Satisfaction of Chinese University Students?

Efficacy of resilience-based intervention on psychological capital and satisfaction with life among mothers of children with autism spectrum disorders

PURPOSE

Examine the impact of a resilience-focused intervention on psychological capital and overall life satisfaction of mothers who provide care to children with autism spectrum disorders.

DESIGN AND METHODS

A quasi-experimental design was executed at the Abdullah Altamimi Centre in Unaizah City, Qassim region. Eighty mothers of children with autism spectrum disorders participated, divided into intervention and control groups. Participants completed self-administered questionnaires, including the 24-item Psychological Capital Questionnaire and the five-item Satisfaction with Life Scale. The intervention consisted of eight weekly sessions on building resilience and psychological capital.

RESULTS

The results revealed significant improvements in psychological capital and life satisfaction among mothers in the intervention group (p = 0.000). Specifically, mean scores for overall psychological capital increased from 62.7 to 100.7, while life satisfaction scores rose from 12.8 to 28.3. Additionally, strong correlations were found between psychological capital and life satisfaction post-intervention (p < 0.001), indicating that enhanced psychological resources were associated with improved life satisfaction.

CONCLUSION

The study found that resilience-based training can improve psychological capital and life satisfaction among mothers of children with autism spectrum disorder. This cost-effective method provides essential tools and resources for parents, particularly mothers, who play a vital role in their children's development.

PRACTICE IMPLICATIONS

By enhancing psychological capital-encompassing optimism, hope, self-efficacy, and resilience-healthcare providers can equip these mothers with effective coping strategies to manage caregiving challenges. Nurses and mental health professionals should consider developing tailored training sessions and support groups that focus on building resilience, which can significantly improve the well-being and life satisfaction of caregivers.

The Nexus between music classes and psychological wellbeing: the moderating role of sustainable education policy and teachers innovative support in the post Covid-19 era

PURPOSE

The study was conducted to address the gaps in literature and improve the psychological well-being of Chinese students. For this purpose, the impact of music classes on psychological well-being of the students was investigated. Furthermore, the study investigated the moderating role of sustainable education policy and teachers' innovative support on the relationship between music classes and students' psychological well-being.

DESIGN

The study used a five-point Likert scale and random sampling method was used to collect data from Chinese students in Beijing, China. A useful sample of 1409 respondents was finalized. The study used Partial Least Square - Structural Equation Model (PLS-SEM) for data analysis.

RESULTS

This research found that the relationship between music classes and students' psychological well-being in the context of China is significantly accepted. This research also found that the moderating role of sustainable education policy and teachers' innovative support between music classes and the psychological well-being of the students is accepted. The research has contributed a novel framework to the body of literature.

IMPLICATIONS

The research findings have theoretical implications that have improved the body of knowledge critically. This research has presented practical ways to advance the psychological well-being of the students. The findings of this research have some future directions for studies in future to contribute to the knowledge.

Impact of arts activities on psychological well-being: Emotional intelligence as mediator and perceived stress as moderator

This study aims to investigate the impact of engaging in arts activities on the psychological well-being of Chinese university students, focusing on the mediating role of emotional intelligence, specifically perceived stress, as a moderator. Purposive and convenience sampling techniques were used to collect data from 723 public and private Chinese university students. The partial least squares-structural equation modelling (PLS-SEM) technique was used to analyze Smart PLS 4 software. The result revealed that participation in arts activities positively and significantly influences university students' psychological well-being and emotional intelligence. Additionally, emotional intelligence positively and significantly mediates the relationship between participation in arts activities and psychological well-being. Lastly, perceived stress significantly negatively moderates the association between engagement in arts activities and emotional intelligence but does not significantly affect the relationship between participation in arts activities and psychological well-being. Empirical evidence indicates that participation in arts activities has a beneficial impact on students' stress levels, feelings of achievement, and general state of well-being. In addition, art activities are crucial for developing self-awareness, emotional intelligence, confidence, problem-solving abilities, creative thinking, and mindfulness practices. These findings have significant implications for educators and policymakers, underscoring the need to prioritize and advocate for integrating arts into the curriculum to enhance children's general well-being and cognitive growth. This study's limitations include its reliance on self-reported data, and lack of longitudinal design, which restricts the generalizability and depth of its findings.

Mobile Phone Addiction and Psychological Capital Mediates the Relationship Between Life Satisfaction and Learning Burnout in Chinese Medical Postgraduate Students: A Structural Equation Model Analysis

Purpose

To analyze the relationship between life satisfaction and learning burnout, and explore the mediating effect of mobile phone addiction and psychological capital, and to provide a theoretical basis for the study of measures for medical postgraduate students to maintain a positive psychological state and keep interest and enthusiasm in academic life.

Methods

Convenience cluster sampling was used to recruit 628 medical postgraduate students in Chongqing, China. The Learning Burnout Questionnaire (LBQ), life satisfaction self-rated item, Mobile Phone Addiction Tendency Scale (MPATS), and the Psychological Capital Questionnaire (PCQ) were used to examine participants. Hierarchical regression was used to analyze the effect of life satisfaction, mobile phone addiction, and psychological capital on learning burnout. A structural equation model (SEM) with maximum likelihood was used to evaluate the mediating effect of mobile phone addiction and psychological capital on the relationship between life satisfaction and learning burnout. The bootstrap method was used to confirm the significance of the mediating effect.

Results

The average learning burnout score was (55.81±10.55). Results of hierarchical regression revealed that life satisfaction and psychological capital had a significant negative predictive effect on learning burnout, and mobile phone addiction had a positive predictive effect on learning burnout (p<0.05). The SEM revealed that the total and direct effects of life satisfaction on learning burnout were significant, and the mediating effects of mobile phone addiction and psychological capital between life satisfaction and learning burnout were significant (p<0.05).

Conclusion

Life satisfaction is a direct predictor of learning burnout among Chinese medical postgraduate students, and this relationship is mediated by mobile phone addiction and psychological capital.

From self-awareness to social savvy: how intrapersonal skills shape interpersonal competence in university students

Introduction

The extant study was conducted over a cross-sectional period and aimed to assess the effect of intrapersonal on the interpersonal dimensions of Emotional Intelligence among University Students.

Methods

A literature survey was carried out, and the study's hypotheses were framed. Utilising a standardised Emotional Intelligence Scale, a widely accepted and validated measurement tool in the field, for measurement, the survey was disseminated in digital and physical formats. The researchers employed the snowball sampling technique to distribute the questionnaires and recruit volunteers for the study. The data collection period spanned from August 2023 through September 2023. The demographic information of the individuals was described using the SPSS 25 software, while the dataset for the personal and social competencies was analysed using the SmartPLS software.

Results and discussion

The research reveals a statistically significant association between the variables under investigation. Specifically, there exists a negative correlation between Motivation and Social Skills, as well as between Self-regulation and Social Awareness. These findings open up exciting opportunities for future research, inspiring further exploration into the development of intrapersonal and interpersonal competencies among students.

How study-related positive emotions and academic psychological capital mediate between teacher-student relationship and academic performance: a four-wave study among high school students

This article presents a theory-driven model in which teacher-student relationships and academic performance are indirectly related through study-related positive emotions and academic psychological capital. A sample of 1,054 Chilean high school students (50.4% females) aged 12-17 (M = 14.46, SD = 1.74) participated in the study. Through structural equation modeling, the direct and indirect effects of the proposed model were calculated. The results show that study-related positive emotions and academic psychological capital mediate between the teacher-student relationship and academic performance. These results have significant implications for improving teaching competencies through positive psychological interventions aimed at developing skills in students and thus improving students' academic performance and general well-being in educational settings.

Potentials of arts education initiatives for promoting emotional wellbeing of Chinese university students

The present study explores the intricate dynamics influencing the self-efficacy of Chinese university students through the interplay of participation in artistic activities, positive psychological capital, and emotional intelligence. In the context of technological advancements and various challenges post pandemic, this study delves into the multifaceted aspects of university life, where arts education plays a pivotal role in addressing students' emotional needs. By integrating emotional intelligence with self-efficacy, this study underscores the positive impact of artistic engagement on self-efficacy, while emphasizing on the transformative power of these pursuits. Also, this study establishes that the optimism and resilience contribute to this relationship by considering the mediating role of positive psychological capital. The moderating influence of emotional intelligence in the complex dynamics between arts education and positive psychological capital is another concern, thereby emphasizing the nuanced role of emotional intelligence. With a structured set of questions that were administered to 673 participants with 93.61% recovery rate, this study performs the Cronbach's α-test, validation factor, and several related tests in SPSSStatistics 29.0, bootstrap, and AMOS 25.0 software. Current results shows the importance of a holistic approach in Chinese institutions. With a focus on promoting artistic engagement to enhance students' self-efficacy, this study determines the profound impact of arts education on students' overall wellbeing and educational experience. In conclusion, this research highlights the constructive impact of artistic engagement on the self-efficacy of Chinese university students. Chinese institutions should encourage a varied range of artistic engagements as a response to the contemporary challenges confronted by their students.

Psychological capital research in HEIs: Bibliometric analysis of current and future trends

This study presents a comprehensive bibliometric analysis of the literature on psychological capital (PsyCap) within higher education institutions (HEIs). Its main objective is to offer an encompassing perspective on this field's current state and potential developments. To achieve this, the study examines present research trends and predicts future directions using a bibliometric approach. A total of 412 journal articles were gathered from the Web of Science database. The analysis identifies influential publications, outlines the knowledge structure, and forecasts future trends through bibliographic coupling and co-word analyses. The bibliographic coupling revealed five distinct clusters, while the co-word analysis identified four clusters. Despite the growing significance of PsyCap research in HEIs, there remains a need for greater academic efforts to comprehend the research landscape fully. This paper provides valuable insights into the expanding area of PsyCap research within HEIs. In conclusion, the study sheds light on the extensive research conducted on PsyCap in the context of HEIs and offers insights into its potential for further growth.

Artificial Intelligence in Childcare: Assessing the Performance and Acceptance of ChatGPT Responses

Purpose This study aimed to evaluate the performance and acceptance of responses generated by ChatGPT-3.5 and GPT-4 to Japanese childcare-related questions to assess their potential applicability and limitations in the childcare field, specifically focusing on the accuracy, usefulness, and empathy of the generated answers. Methods We evaluated answers in Japanese generated by GPT-3.5 and GPT-4 for two types of childcare-related questions. ① For the written examination questions of Japan's childcare worker national examination for 2023's fiscal year, we calculated the correct answer rates using official answers. ② We selected one question from each of the seven categories from the child-rearing questions posted on the Japanese National Childcare Workers Association's website and had GPT-3.5 and GPT-4 generate answers. These were evaluated alongside existing childcare worker answers by human professionals. Five childcare workers then blindly selected what they considered the best answer among the three and rated them on a five-point scale for 'accuracy,' 'usefulness,' and 'empathy.' Results In the examination consisting of 160 written questions, both GPT-3.5 and GPT-4 produced responses to all 155 questions, excluding four questions omitted due to copyright concerns and one question deemed invalid due to inherent flaws in the question itself, with correct answer rates of 30.3% for GPT-3.5 and 47.7% for GPT-4 (p<0.01). For the child-rearing Q&A questions, childcare worker answers by human professionals were chosen as the best answer most frequently (45.7%), followed by GPT-3.5 (31.4%) and GPT-4 (22.9%). While GPT-3.5 received the highest average rating for accuracy (3.69 points), childcare worker answers by human professionals received the highest average ratings for usefulness and empathy (both 3.57 points). Conclusions Both GPT-3.5 and GPT-4 failed to meet the passing criteria in Japan's childcare worker national examination, and for the child-rearing questions, GPT-3.5 was rated higher in accuracy despite lower correct answer rates. Over half of the childcare workers considered the ChatGPT-generated answers to be the best ones, yet concerns about accuracy were observed, highlighting the potential risk of incorrect information in the Japanese context.