Perceived stress and academic procrastination among higher vocational nursing students: the mediating roles of positive and negative emotions
BMC Nursing,
Год журнала:
2025,
Номер
24(1)
Опубликована: Янв. 10, 2025
Academic
procrastination
is
particularly
prevalent
among
higher
vocational
nursing
students,
a
key
component
of
the
workforce,
and
closely
associated
with
poor
academic
performance
decline
in
clinical
practice
quality.
While
perceived
stress
emotions
are
known
significant
predictors,
mechanisms
through
which
they
influence
remain
unclear.
Thus,
this
study
aimed
to
explore
mediating
roles
positive
negative
relationship
between
students.
A
cross-sectional
survey
was
conducted
1308
students
from
June
July
2023
Hebei
Province,
China.
The
participants
were
recruited
by
convenient
sampling
complete
sociodemographic
related
information
questionnaire,
Perceived
Stress
Scales,
Positive
Negative
Affect
Schedule,
Procrastination
Questionnaire
for
College
Students.
Then,
data
analysed
SPSS
26.0
multiple
mediation
model
tested
using
Hayes'
PROCESS
macro
(Model
4).
effect
considered
statistically
if
95%
confidence
interval
did
not
contain
zero.
mean
score
50.4
(12.6),
82.0%
reporting
procrastination.
correlation
observed
stress,
(r
=
0.442,
r
0.376,
all
P
<
0.001).
Conversely,
found
(r=-0.299,
Subsequent
analysis
demonstrated
that
partially
mediated
(total
indirect
effect:
Standardized
β
0.193,
CI
[0.142,
0.247]).
direct
0.252,
accounts
43.4%
total
effect.
act
as
partial
mediators
college
It
crucial
nurse
educators
foster
emotional
experiences
alleviate
strategies
such
effective
management
mindfulness
practices,
order
mitigate
As
study,
it
cannot
establish
causal
relationships
emotions,
Not
applicable.
Язык: Английский
Teachers’ academic motivation and student procrastination behaviour: mediating effects of emotion regulation and study habits
BMC Psychology,
Год журнала:
2025,
Номер
13(1)
Опубликована: Янв. 17, 2025
The
present
study
aimed
to
analyze
the
effectiveness
of
external
and
personal
regulatory
mechanisms
in
reducing
procrastination
behavior
among
university
students.
For
this
purpose,
role
teachers'
academic
motivation
is
worthwhile
shaping
learning
environment
procrastination,
with
a
focus
on
mediating
roles
emotion
regulation
habits
considered
imperative.
By
employing
quantitative,
cross-sectional
research
design,
data
were
collected
from
sample
210
teachers
working
universities
located
Multan-Pakistan
via
convenient
sampling,
yielding
usable
response
rate
70.28%.
gathered
was
analyzed
using
Smart
PLS
4
software.
Results
structural
equation
model
(PLS-SEM)
indicated
that
significantly
affects
student
procrastination.
However,
when
mediated
by
habits,
confirmed
statistically
significant
effect
both
mediators
mitigating
Findings
suggested
enhancing
may
be
more
effective
emotional
habits.
Emotionally
regulated
students
those
less
likely
procrastinate
during
their
endeavor.
findings
highlighted
need
for
teacher
training
programs
develop
promote
support
students'
enhance
outcomes.
Based
above
findings,
impactful
paired
strategies
foster
It
also
recommended
educational
policies
prioritizing
content
personalized
engagement
minimize
success.
Programs
should
implemented
promoting
while
enabling
self-regulatory
needs
better
Язык: Английский