Psychological well-being and emotional intelligence in undergraduate nursing students as predictors of academic success

Abstract

Background: Academic performance is influenced by a complex interplay of multiple factors whose relationships often do not follow straightforward patterns. Despite extensive research, understanding of these dynamics re- mains inconclusive. In particular, several studies highlight that higher emotional intelligence is associated with better academic outcomes and that people with elevated levels of psychological well-being also tend to achieve higher grades. Objective: This study examines the associations between emotional intelligence, psychological well-being and academic performance among undergraduate nursing students. Specifically, it seeks to deepen our understanding of how emotional intelligence affects academic achievement, with psychological well-being potentially serving as a mediator. Design: A cross-sectional correlational design was employed. Settings: The study involved a convenience sample of undergraduate nursing students from various degree pro- grammes affiliated with the primary author. Participants: 394 undergraduate nursing students participated in the study, 249 identified as female and 145 as male. Methods: Participants completed a quantitative survey during class hours, providing data on demographics, academic average scores and self-report measures of perceived emotional intelligence and psychological well- being. Data were evaluated using Pearson's correlations and serial multiple mediation analyses. Results: The findings revealed significant positive relationships between emotional intelligence, psychological well-being and academic performance. Serial mediation assessments indicated that dimensions of emotional intelligence influence academic performance both directly and indirectly through psychological well-being. Specifically, flourishing partially mediated the relationship between emotional intelligence and academic performance, directly influencing academic outcomes. Conclusions: This study underscores the critical role of emotional management skills in academic performance, with psychological well-being acting as a partial mediator in this relationship. Consequently, undergraduate nursing students with enhanced emotional management abilities and higher levels of psychological well-being are likely to achieve better academic outcomes.