The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.

The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study. | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study. Rasha Kadri Ibrahim, Saher Al Sabbah, Muhammed Al-Jarrah, John Senior, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4045707/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Aim: To assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students’ digital literacy and self-regulation. Background: Academic stress continues to be a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic strategy called "digitally regulated emotional intelligence" to effectively reduce academic stress. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world. Methods: A cross-sectional study was conducted to examine correlations and describe quantitative data. 240 students' data was collected in the 2023-24 academic year from Fatima college of Health sciences. Pearson's correlation coefficient has been applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress. Results: The emotional intelligence level, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t=3.830*, p<0.001*). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the aforementioned relationship. Conclusion: The study noted significant connections between study attributes, particularly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may be influencing their stress levels. Furthermore, digital literacy was found to act as a mediator between emotional intelligence and academic stress, suggesting that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress. Nursing Educational Psychology Emotional Intelligence Digital Literacy Self-Regulation Academic stress University students Health care students Figures Figure 1 Figure 2 Introduction Academic stress (AS) is a prevalent and arduous aspect of college students’ educational experience [1]. Students may experience detrimental effects on their overall well-being as a result of the pursuit of academic success, apprehension about failure, expectation of superior academic performance, managing deadlines, and pressure to meet the rigorous requirements of their coursework [2] [3]. Several studies have highlighted the correlation between academic stress and negative outcomes such as decreased grades, course withdrawals, and compromised social functioning [4] [5] [6]. By addressing the root causes of stress and promoting mental health, institutions and instructors can facilitate the survival of students academically as well as personally during their college years [7]. The concept of academic stress is closely linked to emotional intelligence (EI), particularly within the realm of education [8]. Gaining insight into the connection between emotional intelligence and academic stress is essential for navigating the intricate web of academic stress that impacts students throughout their educational journey and for devising efficient approaches to promote their well-being and academic achievements [9]. Emotional intelligence (EI) is the primary factor that determines success in college within the current highly demanding educational landscape, affecting learners at all levels of education [9] [10]. Acquiring emotional intelligence abilities is crucial in the teaching and learning process because it enables learners to properly handle various situations [11]. It encompasses the development of social skills, self-awareness, empathy, self-management, interpersonal relationships, and collaborative abilities [12]. Emotional intelligence can have various effects on academic achievement. Students with high emotional intelligence often experience lower levels of stress and perform well academically [8] [11] [9]. By considering emotional intelligence, we can recognize the concrete stress that students experience, viewing it not only as an intellectual challenge but also as an emotional experience [8]. While striving for academic excellence deserves praise, it often takes a toll on overall well-being. To effectively navigate this environment, students must possess a thorough understanding that equally values academic achievement and mental resilience [5]. Beyond emotional intelligence, additional competencies, such as digital literacy and self-regulation, must be developed in educational institutions to equip students for success [13] [14]. Digital literacy (DL) is an essential ability that students of various fields and ages need to acquire. It empowers students to take advantage of their technical skills and access diverse internet resources [15] [16]. Students with strong digital literacy exhibit greater preparedness and flexibility than do those lacking it, thereby empowering them to excel in diverse professional settings [17]. Acknowledging the importance of digital literacy is critical for every learner to adequately adapt to innovations in the modern day. This awareness is especially important given the clear relationship between digital literacy and emotional intelligence [18]. Digital literacy not only improves practical skills for navigating the world of technology but also plays an important role in creating self-awareness and boosting emotional growth [14] [15]. In today's constantly evolving technological ecosystem, developing and applying digital literacy skills enables learners to build and use emotional intelligence, allowing them to negotiate problems with a better awareness of their own and others' emotions [19]. Moreover, digital literacy has a significant impact on academic stress levels, as students experience a decline in stress when they have confidence in their digital skills and abilities [20] [21] [22]. It is crucial to combine emotional intelligence and digital competence in the realm of technology [23] [17]. Self-regulation (SR) involves skilfully controlling a person's thoughts, emotions, and actions to achieve personal objectives, adhere to standards, and navigate various situations [14]. The significant influence of cognitive self-regulation on academic stress is remarkable. Research has shown a negative association between self-regulation and academic stress, indicating that increased self-regulation is associated with lower levels of academic stress [24] [25]. Therefore, students who possess highly developed self-regulation skills demonstrate greater stress management abilities in academic environments [26] [27]. Moreover, the strong correlation between self-regulation and emotional intelligence emphasizes the significance of developing techniques to enhance self-regulation abilities in students[28] [29]. This proactive strategy shows promise for both reducing academic stress and improving overall academic well-being. The integration of emotional intelligence, digital literacy, and self-regulation, referred to as "digitally regulated emotional intelligence," is crucial in the field of education for lowering academic stress among students. This comprehensive strategy not only nurtures the essential technical competencies required in the age of technology but also promotes the capacity to manage one's emotions and behaviors, resulting in a notable decrease in academic stress among students. This study assessed the effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress. Background Emotional intelligence and academic stress Ranasinghe et al. (2017) define emotional intelligence as the capacity of an individual to identify and manage emotions both inside oneself and in others [30]. Mayer and Salovey describe emotional intelligence as a collection of four interconnected skills: the ability to perceive emotions, utilize emotions, understand emotions, and manage emotions [31] [32] [30]. Emotional intelligence is an essential competency that all students in the health sciences should acquire to effectively navigate and manage a wide range of stressful situations with success and wisdom [10]. A high level of emotional intelligence enhances feelings of confidence, efficiency, and personal growth. Gaining proficiency in emotional intelligence abilities will reduce academics’ degree of stress and improve their overall performance [33]. On the other hand, academic stress is a prevalent form of stress characterized as a "psychological condition resulting from ongoing social and personal pressures that exhaust an individual's resources." [31] . Academic stress, which negatively affects psychological health and emotional well-being, is a prominent subject of research in university communities [33] [34]. Several recent studies indicate that it is crucial to maintain academic stress at a level that is appropriate, to ensure that the university experience is fulfilling for students [35] [33]. The notion that academic stress is correlated with emotional intelligence in the context of adjusting to the college environment has recently garnered significant interest from various educational disciplines. A substantial collection of related research has explored the connection between emotional intelligence and academic success [32] [33]. These studies repeatedly showed a strong and statistically significant link between the two concepts. For instance, a study focused on the impact of emotional intelligence on perceived stress among university students found significant correlations between emotional intelligence constructs and perceived stress [34]. Another study conducted in colleges of Kerala among 119 undergraduate students indicated that there is a significant relationship between emotional intelligence and academic stress [33]. A study of medical students was conducted in Iran to examine the effect of an intervention based on an emotional intelligence component on coping skills related to academic stress, and the authors reported that emotional intelligence components predict academic stress among students [35]. However, a recent study conducted among 300 undergraduate students in the Balasore district of Odisha state found no significant relationship between emotional intelligence and academic stress among undergraduates [36]. The potential mediating role of digital literacy Digital literacy has evolved into an essential component of navigating the digital age. Digital literacy is no longer restricted to practical abilities; it also encompasses the capacity to use digital tools for learning smoothly and effectively. Gilster defines digital literacy as "the ability to understand and employ information in a variety of formats from a variety of sources when displayed on a computer" [18] [36]. The British Future lab’s Handbook on Digital Literacy Across the Curriculum defines digital literacy as follows: To be digitally literate means having access to a diverse set of practices and cultural resources that can be used for digital instruments. It is the ability to generate and distribute meaning in various kinds and formats; to effectively create, collaborate, and communicate; and to grasp how and when digital tools may best support these processes. [37] [38]. There are several fundamental components of digital literacy in education. One study highlighted four components, attitudinal, technical, cognitive, and social, which were supported by Ng's (2012) digital literacy framework [39] [40]. Numerous studies have reported that increased levels of digital literacy have a beneficial impact on academic achievement and alleviate stress. On the same line, other research have shown a correlation between inadequate digital skills and heightened levels of stress [36] [37]. Furthermore, research has established a positive and statistically significant correlation between digital literacy and emotional intelligence. According to the researchers, students with greater digital literacy are more likely to possess high emotional intelligence [38, 39, 40]. A study on digital generation revealed that individuals with high emotional intelligence can more effectively manage challenging and complex circumstances, such as academic stress [19]. Considering the above, it is logical to regard digital literacy as a mediator between emotional intelligence and academic stress. The potential mediating role of self- r egulation According to Zimmerman (2001), self-regulation is "the self-directed process by which learners transform their mental abilities into task-related skills." [39]. Self-regulation is the process by which people initiate, control, and sustain their own thoughts, behaviors, or emotions to achieve their objectives or prevent unfavorable results [40] [41]. SR includes students' ability to set academic goals and plan how to achieve them through the use of specific learning strategies [41] [42], such as self-monitoring and self-evaluating their successes and failures and consequently regulating their mindset and behavior to accomplish their goals [43]. A sizable number of studies have shown that self-regulation and the ability to manage one's own behavior can assist learners in coping with academic stress, thus preventing long-term negative consequences [44]. Many research articles have demonstrated a negative association between academic stress and self-regulation among undergraduate students [44] [45] [46] [37]. Furthermore, research has indicated that self-regulation has an important influence on emotional intelligence and vice versa [47]. Overall, these data show that pursuing self-regulation skills can help students reduce academic stress and improve their emotions. In this study the three main processes that comprise self-regulatory activities are planning, monitoring, and regulating. Planning activities like goal setting and task analysis activate relevant prior knowledge, helping learners organise and understand the material. Monitoring attention while reading, self-testing, and asking help absorb and integrate the material. Regulating cognitive activities helps learners check and correct their behaviour while working to enhance performance [38] Given these previous findings, it is critical to investigate the correlation between academic stress and emotional intelligence among students majoring in health sciences. Additionally, it is crucial to examine the impact of concealed variables such as digital literacy and self-regulation and to acquire a comprehensive understanding of the mechanism underlying articulation. This approach is particularly crucial when developing courses that aim to enhance students' scholastic achievements. Moreover, there is an expectation that this research will unravel the complex relationships between academic stress and emotional intelligence, thereby enabling students to employ their abilities more efficiently and engage in more productive endeavours in the future. The anticipated reciprocal relationship between emotional intelligence and academic stress, mediated by students’ digital literacy and self-regulation, is illustrated in Figure 1. Hence, the current study aimed to examine the relationship between emotional intelligence and academic stress in health sciences students, with digital literacy and self-regulation serving as possible mediators. Fig.1: Conceptual Map of the Digitally Regulated Emotional Intelligence Pathway Model. Hypothesis 1: Emotional intelligence can directly affect the academic stress of healthcare sciences undergraduates. Hypothesis 2: Digital literacy plays a mediating role in the relationship between emotional intelligence and the academic stress of healthcare sciences undergraduates Hypothesis 3: Self-regulation plays a mediating role in the relationship between emotional intelligence and the academic stress of healthcare sciences undergraduates Materials and Methods Research design, setting, and sample During the academic year 2023-2024, a cross-sectional, correlational quantitative survey was carried out from December 2023 to February 2024. Undergraduate students from four departments (Nursing, Psychology, General Requirement Department, and Physiotherapy) participated in the study at Fatima College of Health Sciences in the United ArabEmirates.It is important to note that the student intake at this college is exclusively female. To recruit students for the study, convenience sampling was used. Participants in the study were full-time undergraduate students studying healthcare in levels 1, 2, 3, and 4, who were aware of the study's intentions and willing to participate. The sample size was obtained using G*Power software. The required sample size for logistic regression with two independent variables was determined to be 210 students based on an estimated medium effect size (f2) = 0.15, = 0.05, power = 0.95. Study instruments: To achieve the aim of the study, four instruments were used: Demographic data The demographic information included age, gender, student level of education, and department. 1. Schutte Self-Report Emotional Intelligence Test (SSEIT) Schutte Self-Report Emotional Intelligence scale (SSEIT) was compiled by Satuf et al. (2020) [39] [40] . The scale composed of 33 items into 4 sub questionnaires, perception of emotion, managing own emotions, managing others' emotions, and utilization of emotion. Variables on the perception of emotion subscale include statements about personal preference, resilience in the past, positive anticipation, trustworthy confidante, a nonverbal challenge, life reflection, mood development, emotional wealth, self-awareness, and a positive perspective.Elements on the ma naging own emotions list included emotional disclosure, prolonging joy, the coordination of events , the pursuit of pleasure, nonverbal perception, appealing impression ,mood-driven problem-solving, expression of facial emotion , comprehension of change, and positive creativity. Items on the managing others' emotions included control of emotions, developing self-awareness, positive thought processes, grateful admiration, nonverbal perception, empathetic rapport, emotional innovation. Finally, the questions featured in the utilisation of emotion subscale include attitude of defeatism, emotional perception, peace and support, determination of persistence by mood, vocal feelings, and the empathy dilemma. The scale adopts a 5 -point Likert scale (1 to 5 indicates strongly disagree to strongly agree respectively). Statements 5 and 28 are on a reversed scale, with "strongly disagree" equaling 5 and "strongly agree" equaling 1. The researchers computed the average score for each component and the overall scale score, which was the average of the four dimensions; higher scores indicated a greater level of emotional skills. Iacolino et al. (2023) and ALmegewly et al. (2022) reported high good internal consistency, concept validity, and criteria validity of SSEIT (α= 0.89 & 0.953 ) respectively [41] [19]. The overall Cronbach's alpha coefficient α in the study was 0.973, and Cronbach's alpha for the four subdomains were as follow: perception of emotion (10 items; α= 0.906), managing own emotions (10 items; α= 0.944), managing others' emotions (7 items; α= 0.902) , and utilisation of emotion (6 items; α= 0.734 ). The Kaiser-Meyer-Olkin (KMO) value is equal to 0.956. The Bartlett-test p-value is less than 0.001, indicating strong interitem correlations [42]. 2. Perception of Academic Stress Scale (PAS) The perception of academic stress scale for graduate students uses 18 items developed by Gabriel (2015), whose key domains are academic expectations , workload and examinations , and students' academic self-perceptions [43]. Sample items are’’ Competition with my peers for grades is quite intense ‘’, ‘’The time allocated to classes and academic work is enough’’, ‘’ Am confident that I will be a successful student ‘’. Participants are requested to rate these items on a 5 points Likert scale, 1 to 5 indicates strongly disagree to strongly agree, respectively. Statements 5,9,12,13 and 15 are on a reversed scale, with "strongly agree" equaling 1 and "strongly disagree" equaling 5. Felipe and Tatiane (2021) and Pontes et al (2023) reported high internal consistency (α= 0.83) and (α= 0.75) respectively [44] [45]. The overall Cronbach's alpha coefficient α in the study was 0.718 , and Cronbach's alpha for the three subdomains were as follow: academic expectations (4 items; α= 0.789), workload and examinations (8 items; α= 0.866), and students' academic self-perceptions (6 items; α= 0.798). The Kaiser-Meyer-Olkin (KMO) value is 0.900, the Bartlett test yielded a p-value of less than 0.001, indicating strong interitem correlations. 3. Digital Literacy Scale The Digital Literacy Scale Ng’s(2012) includes 17 items developed by (Ng, 2012), whose key domain are attitude , technical , cognitive , and social [46] [47]. Sample items are ‘’ I like using ICT for learning ‘’ and ‘’ ICT enables me to collaborate better with my peers on project work and other learning activities’’. Participants are requested to rate these items on a 5 points Likert scale, 1 to 5 indicates totally Disagree to totally agree, respectively. Felipe and Tatiane (2021) reported high internal consistency (α= 0.83). The overall Cronbach's alpha coefficient α in the study was 0.980 , and Cronbach's alpha for the four subdomains were as follow: attitude (7 items; α= 0.956), technical (6 items; α=0.971), cognitive (2 items; α= 0.987), and social (2 items; α=0.784). The Kaiser-Meyer-Olkin (KMO) value is 0.959, the Bartlett test yielded a p-value of less than 0.001, indicating strong interitem correlations. 4. Self-regulation The self-regulation was measured using the metacognitive self-regulation scale developed by Pintrich et al (1991), consisting of 12 items. This scale is one of the five subscales of the cognitive and metacognitive strategies included in the Motivated Learning Strategies Questionnaire (MLSQ) [38].Sample indicators are ‘ During class time I often miss important points because I'm thinking of other things ’ and ‘ If I get confused taking notes in class, I make sure I sort it out afterward ’. The participants rated each item on a seven-point scale (1 = not at all, 7 = to a very great extent). Statements 1 and 8 are on a reversed scale, with " very great extent " equaling 1 and " not at all " equaling 7 The researchers computed the average score for each component and the overall scale score, which was the average of the five dimensions; higher scores indicated a greater degree of cognitive and metacognitive skills. Ibrahim et al (2023) reported that the scale has high internal consistency (α=0.877). The overall Cronbach's alpha coefficient α in the study was 0.894. The Kaiser-Meyer-Olkin (KMO) value is 0.943, the Bartlett test yielded a p-value of less than 0.001, indicating strong interitem correlations. Out of the participants mentioned earlier, 24 individuals, which is equivalent to ten percent of the total, took part in a pilot study. The purpose of this piloting was to assess the instruments' clarity and usefulness, identify any potential challenges during data collection, and calculate how long it would take to complete the tools. The pilot study participants were excluded from the study sample. Validity and Reliability: The study instruments' reliability was assessed using Cronbach's alpha coefficient test to examine the internal consistency of the items. All instruments were deemed reliable with statistical significance levels of P <.05: α= 0.973 for the emotional intelligence tool (SSEIT), α= 0.718 for the academic stress tool (PAS), α= 0.980 for digital literacy, and 0.894 for the self-regulation tool. Ten percent of the participants (n = 24) from the given context took part in the pilot study to assess the instruments' clarity and utility, identify potential data-collecting hurdles, and establish the tools' completion time. The pilot study participants were excluded from the study sample. Data collection The survey was disseminated to FCHS students through email. The email included an attachment consisting of a comprehensive letter providing information on the study's goals, benefits, and participants' rights. Moreover, it was explicitly specified that students had the option to either partake in the study or refrain from doing so. The survey is expected to take approximately 15-20 minutes to complete. The data were collected over a period of two months. The dataset did not contain any missing data, as the data-gathering process ended once the targeted sample size of 240 was reached. The researcher's contact information was given. All inquiries from the participants were comprehensively addressed and clarified. Ethical considerations Following submitting the study protocol, tools, and consent to the committee members, the Research Ethics Committee of Fatima College of Health Sciences, UAE, granted ethical approval for this study [IRB approval number: [FECE-1-23-24-Saher]. Participants willingly enrolled in the study after being provided with information about the measures taken to ensure the security and privacy of their data. The students who took part in this study were informed about the purpose and objectives of the research project through the distribution of the information sheet and consent form. According to the research statement, the survey is anonymous, and the raw data will not be made public and will only be applied for research purposes. Only after obtaining graduate students' permission by marking the '' I voluntarily engage in answering the questionnaire '' option on the survey form they proceed with the questionnaire. Statistical analysis The data was processed with SPSS version 20. Descriptive statistics quantified demographic data by measures such as frequency, means, standard deviations, medians, and percentages. The Kolmogorov-Smirnov test was employed to gauge the normality of the distribution. Pearson's correlation coefficient evaluated the link between the variables in the study. A multiple regression analysis was performed to forecast digital literacy, self-regulation, and academic stress scores based on emotional intelligence. The study investigated the role of digital literacy and self-regulation as mediators in the relationship between emotional intelligence and academic stress, adopting the Hayes Process Model 4 macro software [48]. Emotional intelligence was the independent variable, and academic stress was the dependent variable. digital literacy and self-regulation were investigated as potential mediators. Results The response rate reached 100% after effectively communicating with each participant. Most of research participants (80.4%) are between the ages of 18 and 21. All research participants are female as the college's entrance policy is exclusively for females. Considerably less than half (n = 105; 43.8%) of the student responders were in level 1. In the context of department distribution, the Nursing department has the highest percentage of participation (48.8%), followed by the General Requirement Department (22.1%) and the Psychology department (20.4%). The remaining 8.75% of participants are from the physiotherapy department (Table 1). Table 2 indicates that the typical level of emotional intelligence was high (60.4%), with a mean score of 66.12 ±18.42. Regarding the specific subscales, the subscale “perception of emotion" had the greatest average score (67.38 ± 19.30), while the subscale “utilization of emotion" had the lowest score (63.92 ±16.51). Furthermore, overall academic stress was deemed moderate, with a mean score of 50.03 ± 12.45, representing 80.4 % of the participants. As for the individual subscales, the highest average score was obtained on the subscale "Academic expectations" (54.51 ±22.85), while the lowest score was obtained on the subscale "Students' academic self-perceptions" (46.98 ± 14.96). The general level of digital literacy was high (50.0%), with a mean score of 64.37 ±22.10. On looking at the subdomains, it was found that the "cognitive" subdomain had the greatest average score of 67.03 ±24.94, whereas the "social" subdomain had the lowest average score of 63.70 ±24.11. Finally, the students demonstrated a high level of self-regulation (49.2%), with a mean score of 63.15 ± 16.41. A Pearson correlation coefficient was calculated to evaluate the relationship between the study variables presented in Table 3. The results revealed a positive, and statistically significant link between the overall emotional intelligence and academic stress scale (r (238) = 0.523, p < 0.001). The aforementioned association was observed also between overall emotional intelligence with digital literacy and self-regulation (r (238) = 0.779, p < 0.001), and (r (238) = 0.745, p < 0.001) respectively. Linear regression analysis was used to examine the relationship between participants' emotional intelligence and their academic stress, digital literacy, and self-regulation, with emotional intelligence as the independent variable (Table 4). For their predictive models in relation to emotional intelligence academic stress was a predictive variable (B = 1.419; P <.001) Which explains (27.3 % adjusted R 2 ) of the variance of the response variable. in relation to digital literacy, (B = 0.779; P <.001) explains (60.7% adjusted R 2 ) of the variance. likewise for the self-regulation, it was found that self-regulation (B = 0.745; P <.001) explains (55.5 % adjusted R 2 ) of the variance. The study assessed the mediating role of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress (Table5 & Fig. 2). The results revealed a significant indirect effect of emotional intelligence on students’ academic stress through digital literacy (b=0.062, t=2.333), supporting H2. Additionally, the results revealed an insignificant indirect effect of emotional intelligence on students’ academic stress through self-regulation (b= -0.007, t=-0.286), opposing H3. Furthermore, the direct effect of emotional intelligence on academic stress was also found significant (b= 0.138, t=3.830), supporting H1. Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress this means that in the model there is a significant positive correlation in in paths a1*b1. Notably self-regulation did not mediate the relationship between emotional intelligence and academic stress this means that in the model there is an insignificant negative correlation in in paths a2*b2. Discussion The focus of this research investigation was to investigate how digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress in health care students. According to our knowledge, there has never been a literature that has directly addressed the connection between the four variables. At the outset, the study demonstrated a positive correlation between emotional intelligence and the level of academic stress experienced by health sciences students. These findings are consistent with several research that sought to examine the correlation between emotional intelligence and academic stress [8] [34] [49] [50]. For instance, a recent study by Majeed et al looked at the relationship between Malaysian university students' perceived stress and emotional intelligence. The study discovered a strong relationship between university students' perceptions of stress and emotional intelligence dimensions [34]. Another study conducted among 119 undergraduate students from university of Kerala reported a moderate positive correlation between emotional intelligence and academic stress [33].The findings aligned with those observed in college students from Pakistan, Morocco, Bangladesh, and Spain [51] [31] [52] [53]. This can be a result of the fact that health care students who have a high emotional intelligence may encounter situations in which they tend to blame themselves for not fulfilling expectations. This can lead to feelings of dissatisfaction and elevated stress levels. These results highlight the importance of colleges and universities introducing mindfulness-based training programs and instruction on emotional intelligence to enhance students' responses to a range of stressors. Our suggestion is backed by the finding that emotional intelligence-based interventions can considerably lessen students' academic stress [35] [54] [52]. Conversely, a study conducted among 300 undergraduate students concluded that there is no substantial correlation between emotional intelligence and academic stress among college students [36]. The study unveiled that student possess an outstanding level of emotional intelligence. Studies have indicated that undergraduate healthcare students have a higher score of emotional intelligence when assessed using the same measurement scale SSREIT [33] [55] . Furthermore, our study found that students experience a moderate level of stress, which aligns with a previous study that deployed the same PAS scale to measure academic stress in adolescents [45]. These findings are in the same vein with a study carried out in Morocco by Ksiksou et al. in 2023, which found that nursing students with high emotional intelligence and moderate stress levels had positive correlations between their perceived stress and emotional intelligence [52]. Despite the widespread perception that students with higher emotional intelligence have lower stress levels [56] [8] [53], those with high emotional intelligence may experience moderate levels of stress as shown in the results of this study. Here are a few arguments, starting out, an assumption suggests adolescents with high emotional intelligence may be more receptive to emotional cues in their environment. They might have a stronger sense of empathy and be acutely conscious of the demands and strains placed on them. Because of their increased awareness, they may experience more stress because of feeling pressure to live up to standards while still controlling their own feelings. In addition, those with high emotional intelligence might recognize the importance and intricacy of some jobs, which could lead to increased pressure and stress. They might aim for perfection and set greater goals for themselves, which can inevitably lead to higher stress levels. Added to the above arguments, heightened empathy and a stronger sense of accountability might result from having high emotional intelligence. These characteristics may result in a moderate level of stress because the student may feel more personally invested in their academic success or the welfare of others. However, their high emotional intelligence might help them deal with and get through moderately stressful situations more skillfully in comparison to those with low EI level. Secondly, the present study revealed a statistically significant positive association between digital literacy and students' emotional intelligence, while simultaneously demonstrating a substantial positive correlation with academic stress. More importantly, it had a mediating effect on the relationship between EI and AS. According to the research, enhancing proficiency in digital skills and cultivating emotional intelligence traits are crucial for surpassing obstacles in healthcare education. The strong correlations between the research variables offer empirical support for these assertions since they validate the existing body of literature. These results lined up with a study conducted at University of West Java including 12,714 students. This study explored the correlation between emotional intelligence and digital literacy, revealing a favorable and substantial association among students [57]. A study conducted among psychology department students at Universitas Pendidikan Indonesia found a positive relationship between digital literacy and academic stress. This relationship was influenced by factors such as the vast amount of information required, limited time, and the expectation to perform well in exams [58].We were unable to find any literature that examined the mediating impact of DL on relationship between EI and academic stress for comparison with our findings. The findings could be attributed to those facts that in our contemporary digital age, students with advanced digital literacy skills may have greater possibilities to cultivate and demonstrate emotional intelligence through online platforms. For example, they might excel at comprehending and reacting to emotional cues in digital communication platforms like social media or emails. Multiple factors may link digital literacy with academic stress. Enhanced digital literacy might result in increased exposure to academic requirements via online platforms like e-learning portals or digital research tools. Proficient students in digital technology may face more demands for digital involvement in their academic pursuits, which could lead to heightened stress levels. Digital literacy mediates the association between emotional intelligence and academic stress, indicating that digital literacy can influence how emotional intelligence influences stress levels in students. Those with stronger emotional intelligence may use digital tools and resources more effectively to manage academic stress, reducing its effects. On the other hand, those with lesser digital literacy skills may find it challenging to use digital tools for stress management, resulting in a more pronounced connection between emotional intelligence and academic stress. Thirdly, the study's results indicate a strong positive association between self-regulation and Findings published in Drigas et al., 2021; Shafait et al., 2021, and Gunasekera et al., 2021, all support the idea that positive emotions improve students' self-regulated learning, while negative emotions result in dependence on external guidance. As a result of this positive link, it can be deduced that students who possess high levels of emotional intelligence will also have high levels of self-regulated learning [60] [60] [61] . Our study also revealed that self-regulation does not mediate the relationship between emotional intelligence and academic stress. Emotional intelligence's impact on academic stress may not be fully mediated by self-regulation alone, as factors like academic workload, competition, social pressures, and personal circumstances could also significantly contribute to academic stress. Another reason is that each student's response to stress may vary depending on their individual personality features, coping strategies, and past experiences. Emotional intelligence and self-regulation are significant, but they may not completely explain the many methods students use to handle academic stress. Some people may possess strong emotional intelligence but have difficulty with self-regulation, while others may excel in both aspects. Furthermore, the majority of the study sample was from the first level, which is seen as a transitional time including adapting to the requirements and standards of higher education indicates that they possess less familiarity with the academic setting in comparison to students at more advanced stages. Consequently, their emotional intelligence, self-regulation, and academic stress levels may vary from those of students at higher academic levels. These results suggested including digital technologies and self-efficacy in healthcare education by identifying factors to improve their emotional intelligence, self-regulation skills in digital learning environment. It is necessary to develop a strategy to improve students’ emotional intelligence, digital literacy and self-regulation skills. Implications and limitations Educators may adapt their teaching approaches to incorporate techniques that improve emotional intelligence, digital literacy, and self-regulation in healthcare students. This may require incorporating activities or specialized courses within the curriculum. Universities can enhance assistance programmes for students facing academic stress by providing counselling, handling stress education, and resources to promote computer literacy. Healthcare programmes should include modules or training sessions focused on improving digital literacy in addition to clinical training. Institutions should adopt a holistic strategy to assisting students with academic stress, which should encompass issues like workload management, interpersonal relationships, and coping strategies, in addition to emotional intelligence and self-regulation. It is crucial to establish a nurturing learning environment that caters to the many requirements of healthcare students and fosters their development, as the outcomes highlight. It is essential to promote social and emotional qualities including empathy, self-awareness, respect for others, and effective communication to prepare healthcare personnel. This study provides fresh perspectives for theory and future research, although it also has constraints. The study used an online-based survey to collect data from undergraduate health care students. The study might have been constrained by a small sample size or particular demographics. This restricts the generality of the results to wider groups of healthcare students. The study used self-report methods to evaluate emotional intelligence, computer literacy, self-regulation, and academic stress. These metrics can be influenced by biases such as social desirability bias, where participants may answer in a way they believe is socially acceptable. Conclusion The research focused on examining the intricate connection among emotional intelligence, digital literacy, self-regulation, and academic stress in healthcare students. The results indicated significant correlations between these factors and illustrated how their interactions impact students' academic experiences. Additionally, the study confirmed earlier findings by demonstrating a strong association between emotional intelligence and academic stress. It was observed that higher levels of emotional intelligence did not always lead to reduced stress levels, suggesting that other factors may also contribute to moderately stressed emotionally intelligent students. Furthermore, the study emphasized the role of digital literacy as a mediator in the link between emotional intelligence and academic stress indicating that proficient use of online resources can help manage stress for students with strong digital skills. Lastly, while self-regulation showed a clear positive relationship with emotional intelligence, it did not fully explain or mediate the connection between emotional intelligence and academic stress; thus, highlighting the multifaceted nature of academic stress influenced by various factors beyond just emotional intelligence and self-regulation. List of Abbreviations AS: Academic stress EI: Emotional intelligence SR: Self-regulation DL: Digital Literacy SSREIT Shutte’s Emotional Intelligence test PAS Perception of Academic Stress Scale MLSQ Motivated Learning Strategies Questionnaire Declarations Ethics approval and consent to participate The study protocol, research instrument, and consent documents were submitted to and approved by the Research Ethics Committee under reference number FECE-2-03-23-NUR-Rasha. The participants willingly participated in the study after receiving detailed information regarding the measures implemented to ensure the protection of their data confidentiality. The data collected from the participants were entirely anonymous, with no identifiable personal information recorded. Informed consent was obtained from all participants included in the study. The research's aim and objectives were successfully conveyed to the nursing students involved in the study via the distribution of informational materials and consent forms. Consent for publication Not applicable. Availability of Data The data that support the findings of this study are available from the corresponding author upon reasonable request. Conflicts of interest The authors do not have any conflicts of interest to declare; this article does not concern any commercial products. Funding Sources No funding was received for this research. Author Contributions All authors participated in writing paper, and all approved the submitted version. Acknowledgments The authors would like to express their gratitude to all the participants for agreeing to participate in the study. References G. Barbayannis, M. Bandari, X. Zheng, H. Baquerizo, K. W. Pecor, and X. Ming, ‘Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19’, Frontiers in Psychology , vol. 13, 2022, Accessed: Dec. 29, 2023. [Online]. Available: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.886344 C. Zhang et al. , ‘Associations Between Academic Stress and Depressive Symptoms Mediated by Anxiety Symptoms and Hopelessness Among Chinese College Students’, Psychology Research and Behavior Management , vol. 15, pp. 547–556, Mar. 2022, doi: 10.2147/PRBM.S353778. M. M. Al-Shahrani, B. S. Alasmri, R. M. Al-Shahrani, N. M. Al-Moalwi, A. A. Al Qahtani, and A. F. Siddiqui, ‘The Prevalence and Associated Factors of Academic Stress among Medical Students of King Khalid University: An Analytical Cross-Sectional Study’, Healthcare (Basel) , vol. 11, no. 14, p. 2029, Jul. 2023, doi: 10.3390/healthcare11142029. P. Frazier, A. Gabriel, A. Merians, and K. Lust, ‘Understanding stress as an impediment to academic performance’, Journal of American College Health , vol. 67, no. 6, pp. 562–570, Aug. 2019, doi: 10.1080/07448481.2018.1499649. D. O. Aluh, A. Abba, and A. B. Afosi, ‘RESEARCH ARTICLE: Prevalence and correlates of depression, anxiety and stress among undergraduate pharmacy students in Nigeria’, Pharmacy Education , vol. 20, pp. 236–248, Sep. 2020, doi: 10.46542/pe.2020.201.236248. C. Bergmann, T. Muth, and A. Loerbroks, ‘Medical students’ perceptions of stress due to academic studies and its interrelationships with other domains of life: a qualitative study’, Medical Education Online , vol. 24, no. 1, p. 1603526, Jan. 2019, doi: 10.1080/10872981.2019.1603526. K. J. Reddy, K. R. Menon, and A. Thattil, ‘Academic Stress and its Sources Among University Students’, Biomedical and Pharmacology Journal , vol. 11, no. 1, pp. 531–537, Mar. 2018. R. Rehana, ‘Relationship between Emotional Intelligence and Academic Stress of University Students’, Journal of Research in Social Sciences , vol. 6, no. 2, pp. 207–218, Jun. 2018. Q. Suleman, I. Hussain, M. A. Syed, R. Parveen, I. S. Lodhi, and Z. Mahmood, ‘Association between emotional intelligence and academic success among undergraduates: A cross-sectional study in KUST, Pakistan’, PLOS ONE , vol. 14, no. 7, p. e0219468, Jul. 2019, doi: 10.1371/journal.pone.0219468. B. H. Chew, A. M. Zain, and F. Hassan, ‘Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study’, BMC Medical Education , vol. 13, no. 1, p. 44, Mar. 2013, doi: 10.1186/1472-6920-13-44. C. MacCann, Y. Jiang, L. E. R. Brown, K. S. Double, M. Bucich, and A. Minbashian, ‘Emotional intelligence predicts academic performance: A meta-analysis’, Psychological Bulletin , vol. 146, no. 2, pp. 150–186, 2020, doi: 10.1037/bul0000219. A. Alenezi, M. S. M. Saleh, and R. A. G. Elkalashy, ‘Predicting effect of emotional-social intelligence on academic achievement of nursing students’, African Journal of Health Professions Education , vol. 12, no. 3, Art. no. 3, Oct. 2020, doi: 10.7196/AJHPE.2020.v12i3.1365. L. Austen, H. Parkin, S. Jones-Devitt, K. McDonald, and B. Irwin, Digital capability and teaching excellence: an integrative systematic review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL) . 2016. doi: 10.13140/RG.2.2.27697.17764. N. S. Ngah et al. , ‘A Study of The Factors that Influence Learners’ Drive to Be Self-Regulated’, IJARBSS , vol. 13, no. 9, p. Pages 1463-1481, Sep. 2023, doi: 10.6007/IJARBSS/v13-i9/18540. C. Lankshear and M. Knobel, ‘Digital Literacy and Digital Literacies’:, NORDIC JOURNAL OF DIGITAL LITERACY . C. Audrin and B. Audrin, ‘Key factors in digital literacy in learning and education: a systematic literature review using text mining’, Educ Inf Technol , vol. 27, no. 6, pp. 7395–7419, Jul. 2022, doi: 10.1007/s10639-021-10832-5. R. K. Ibrahim and A. N. Aldawsari, ‘Relationship between digital capabilities and academic performance: the mediating effect of self-efficacy’, BMC Nurs , vol. 22, no. 1, p. 434, Nov. 2023, doi: 10.1186/s12912-023-01593-2. G. Nijhawan, H. Kaur Gujral, and K. Singh, ‘IMPACT OF EMOTIONAL INTELLIGENCE ON ACADEMIC STRESS: A QUALITATIVE STUDY’, GLOBAL JOURNAL FOR RESEARCH ANALYSIS , pp. 223–224, Mar. 2023, doi: 10.36106/gjra/4713272. ‘CORRELATION BETWEEN DIGITAL LITERACY AND EMOTIONAL INTELLIGENCE ON UNDERSTANDING VISCOSITY STOKE’S METHOD AIDED BY VLAB AMRITA OLABS | Putra | Journal of Teaching and Learning Physics’. Accessed: Dec. 30, 2023. [Online]. Available: https://journal.uinsgd.ac.id/index.php/jtlp/article/view/16426 S. Vermisli, E. Cevik, and C. Cevik, ‘The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education’, Rev. esc. enferm. USP , vol. 56, p. e20210488, 2022, doi: 10.1590/1980-220x-reeusp-2021-0488en. G. Haugan, J. Drageset, B. André, K. Kukulu, J. Mugisha, and B. K. S. Utvær, ‘Assessing quality of life in older adults: psychometric properties of the OPQoL-brief questionnaire in a nursing home population’, Health Qual Life Outcomes , vol. 18, no. 1, p. 1, Jan. 2020, doi: 10.1186/s12955-019-1245-3. S.-C. Chen et al. , ‘Digital health literacy and well-being among university students: Mediating roles of fear of COVID-19, information satisfaction, and internet information search’, DIGITAL HEALTH , vol. 9, p. 20552076231165970, Jan. 2023, doi: 10.1177/20552076231165970. A. Noviyanto and B. Wijanarka, ‘Influence of Emotional Intelligence, Digital Literacy, and Student Self- Efficacy on Job Readiness of the Mechanical Engineering Skills Program at Vocational Schools in Yogyakarta City’, International Journal of Social Science and Human Research , vol. 6, Oct. 2023, doi: 10.47191/ijsshr/v6-i10-03. ‘Analysis of the Mediating Effect of Self-Regulation Ability on Chinese Students" Academic Stress and College Life Adjustment’, Journal of fisheries and marine sciences education , vol. 35, no. 2, pp. 260–275, Apr. 2023, doi: 10.13000/jfmse.2023.4.35.2.260. ‘Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students’, Frontiers in Psychology , vol. 14, Feb. 2023, doi: 10.3389/fpsyg.2023.1073529. ‘Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students’, علوم بهداشتی ایران , vol. 11, no. 1, pp. 29–36, Jan. 2023, doi: 10.32598/ijhs.11.1.911.1. ‘Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students’, Frontiers in Psychology , vol. 11, p. 1773, Aug. 2020, doi: 10.3389/FPSYG.2020.01773. ‘Mama Training: Pelatihan Emotional Intelligence Untuk Meningkatkan Self-Regulation Guru Sekolah Dasar’, JIP: Jurnal Intervensi Psikologi , vol. 14, no. 1, pp. 55–68, May 2022, doi: 10.20885/intervensipsikologi.vol14.iss1.art6. ‘Emotional intelligence and emotion regulation in self-induced emotional states: Physiological evidence’, Personality and Individual Differences , vol. 139, pp. 202–207, Mar. 2019, doi: 10.1016/J.PAID.2018.11.027. J. D. Mayer, P. Salovey, and D. R. C. R. work(s):, ‘Emotional Intelligence: Theory, Findings, and Implications’, Psychological Inquiry , vol. 15, no. 3, pp. 197–215, 2004. R. Trigueros, A. M. Padilla, J. M. Aguilar-Parra, P. Rocamora, M. J. Morales-Gázquez, and R. López-Liria, ‘The Influence of Emotional Intelligence on Resilience, Test Anxiety, Academic Stress and the Mediterranean Diet. A Study with University Students’, International Journal of Environmental Research and Public Health , vol. 17, no. 6, Art. no. 6, Jan. 2020, doi: 10.3390/ijerph17062071. W. H. ALmegewly et al. , ‘Correlation between emotional intelligence and academic achievement among undergraduate nursing students’, International Journal of Africa Nursing Sciences , vol. 17, p. 100491, Jan. 2022, doi: 10.1016/j.ijans.2022.100491. S. Roy, S. Thomas, and M. Joy, ‘Emotional Intelligence and Academic Stress among Undergraduate Students’, Jul. 2021, doi: 10.21275/SR21428230552. H. B. A. Majeed, N. D. B. Sanuddin, and S. A. B. Mazlan, ‘Emotional Intelligence and Stress among University Students in The Situation of Covid-19’, International Journal of Academic Research in Business and Social Sciences , vol. 13, no. 2, pp. 208–218, Feb. 2023. E. C. Khorasani, M. Ardameh, S. B. T. Sany, H. Tehrani, V. Ghavami, and M. Gholian-aval, ‘The influence of emotional intelligence on academic stress among medical students in Neyshabur, Iran’, BMC Psychiatry , vol. 23, no. 1, p. 848, Nov. 2023, doi: 10.1186/s12888-023-05344-0. Manoj Kumar Sethi, ‘A study on the relationship between academic stress and emotional intelligence among undergraduate college students’, Int. J. Sci. Res. Arch. , vol. 9, no. 1, pp. 350–361, Jun. 2023, doi: c. Z. Temi̇Rcan, ‘Exploring the Relationship Between Metacognition, Emotional Regulation and Perceived Stress Among College Students’, Psikiyatride Güncel Yaklaşımlar , vol. 15, no. Supplement 1, pp. 110–118, Dec. 2023, doi: 10.18863/pgy.1246718. P. Pintrich, D. Smith, T. Duncan, and W. Mckeachie, ‘A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ)’, Ann Arbor. Michigan , vol. 48109, p. 1259, Jan. 1991. C. Satuf et al. , ‘Perceived Emotional Intelligence Assessment – The Portuguese Validation of Schutte’s Emotional Intelligence Scale (SEIS-P)’, Aval. Psicol. , vol. 19, no. 1, pp. 18–28, Jan. 2020, doi: 10.15689/ap.2020.1901.14814.03. ‘The-Schutte-Self-Report-Emotional-Intelligence-Test.pdf’. Accessed: Jan. 11, 2024. [Online]. Available: https://www.veritas-itc.com/wp-content/uploads/2020/12/The-Schutte-Self-Report-Emotional-Intelligence-Test.pdf C. Iacolino et al. , ‘The Role of Emotional Intelligence and Metacognition in Teachers’ Stress during Pandemic Remote Working: A Moderated Mediation Model’, European Journal of Investigation in Health, Psychology and Education , vol. 13, no. 1, Art. no. 1, Jan. 2023, doi: 10.3390/ejihpe13010006. D. Napitupulu, ‘Validity Testing of Technology Acceptance Model Based on Factor Analysis Approach’, Indonesian Journal of Electrical Engineering and Computer Science , vol. 5, pp. 697–704, Mar. 2017, doi: 10.11591/ijeecs.v5.i3.pp697-704. D. Bedewy and A. Gabriel, ‘Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale’, Health Psychology Open , vol. 2, no. 2, p. 2055102915596714, Jul. 2015, doi: 10.1177/2055102915596714. F. D. P. França and T. L. Dias, ‘Validity and Reliability of the Perceptions of Academic Stress Scale’, Psicologia: Teoria e Prática , vol. 23, no. 1, 2021, Accessed: Jan. 15, 2024. [Online]. Available: https://www.redalyc.org/journal/1938/193874070014/html/ A. Pontes, V. Coelho, C. Peixoto, L. Meira, and H. Azevedo, ‘Academic Stress and Anxiety among Portuguese Students: The Role of Perceived Social Support and Self-Management’, Education Sciences , vol. 14, no. 2, Art. no. 2, Feb. 2024, doi: 10.3390/educsci14020119. W. Ng, Empowering scientific literacy through digital literacy and multiliteracies . in Education in a competitive and globalizing world series. New York: Nova Science Publishers, 2012. W. Ng, ‘Can we teach digital natives digital literacy?’, Computers & Education , vol. 59, no. 3, pp. 1065–1078, Nov. 2012, doi: 10.1016/j.compedu.2012.04.016. J.-J. Igartua and A. F. Hayes, ‘Mediation, Moderation, and Conditional Process Analysis: Concepts, Computations, and Some Common Confusions’, The Spanish Journal of Psychology , vol. 24, p. e49, Jan. 2021, doi: 10.1017/SJP.2021.46. ‘Relationship between Emotional Intelligence and Academic Stress of University Students - ProQuest’. Accessed: Dec. 29, 2023. [Online]. Available: https://www.proquest.com/openview/ed19e13a6953907279cd235dba4ceeec/1?pq-origsite=gscholar&cbl=2030756 A. G. Mathew, ‘Emotional Intelligence and Academic Stress in Psychology and Non-Psychology Students’. ‘Relationship between Emotional Intelligence and Academic Stress of Undergraduate Students’, Global social sciences review , vol. VII, no. III, pp. 1–9, Sep. 2022, doi: 10.31703/gssr.2022(vii-iii).01. J. Ksiksou, L. Maskour, and S. Alaoui, ‘The relationship between perceived stress and emotional intelligence in Moroccan nursing students’, Journal of Education and Health Promotion , vol. 12, no. 1, p. 238, Jul. 2023, doi: 10.4103/jehp.jehp_1577_22. M. S. Ullah, S. Akhter, M. A. Aziz, and M. Islam, ‘Social support: mediating the emotional intelligence-academic stress link’, Front Psychol , vol. 14, p. 1218636, 2023, doi: 10.3389/fpsyg.2023.1218636. S. S. Jahan, J. T. Nerali, A. D. Parsa, and R. Kabir, ‘Exploring the Association between Emotional Intelligence and Academic Performance and Stress Factors among Dental Students: A Scoping Review’, Dent J (Basel) , vol. 10, no. 4, p. 67, Apr. 2022, doi: 10.3390/dj10040067. M. Zakirulla, M. M. Mustafa, S. N. Fageeh, A. A. Alghothimi, S. M. Kaleem, and M. Z. Kota, ‘Emotional intelligence and perceived stress among female dental students at King Khalid University, Saudi Arabia’, Niger J Clin Pract , vol. 24, no. 2, pp. 262–268, Feb. 2021, doi: 10.4103/njcp.njcp_241_20. S. Jamil, S. Jamil, and M. S. Ullah, ‘Correlation between Emotional Intelligence and Academic Stress in Undergraduate Medical Students’, Health Professions Educator Journal , vol. 3, no. 2, Art. no. 2, May 2020, doi: 10.53708/hpej.v3i2.92. Y. Alpian, M. Syarif Sumantri, Yufiarti, S. W. Anggraeni, and A. L. Hananto, ‘Self-Concept, Logical Thinking Patterns, and Emotional Intelligence in Relation to Digital Literacy Ability’, resmilitaris , vol. 12, no. 3, Art. no. 3, Nov. 2022. ‘Relationship between academic stress and cyberloafing behavior among Psychology Department Students at Universitas Pendidikan Indonesia’, Psikopedagogia: Jurnal Bimbingan dan Konseling , vol. 10, no. 2, pp. 89–89, Jan. 2022, doi: 10.12928/psikopedagogia.v10i2.17602. A. Drigas, C. Papoutsi, and C. Skianis, ‘Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence’, International Journal of Recent Contributions from Engineering, Science & IT (iJES) , vol. 9, no. 4, Art. no. 4, Dec. 2021, doi: 10.3991/ijes.v9i4.26189. Z. Shafait, M. A. Khan, U. F. Sahibzada, Z. Dacko-Pikiewicz, and J. Popp, ‘An assessment of students’ emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education’, PLOS ONE , vol. 16, no. 8, p. e0255428, Aug. 2021, doi: 10.1371/journal.pone.0255428. G. Gunasekera, N. Liyanagamage, and M. Fernando, ‘The role of emotional intelligence in student-supervisor relationships: Implications on the psychological safety of doctoral students’, The International Journal of Management Education , vol. 19, no. 2, p. 100491, Jul. 2021, doi: 10.1016/j.ijme.2021.100491. Tables Table (1): Distribution of the studied students according to demographic data (n =240) Socio-demographic characteristics No. % Age (years) 17 14 5.8 18 – 21 193 80.4 > 22 33 13.75 Min – Max Mean ± SD Median 17.0 – 33.0 19.96 ± 2.31 20.0 Student Level Level 1 105 43.8 Level 2 51 21.3 Level 3 53 22.1 Level 4 Gender 31 12.9 Female 240 Department Nursing 117 48.8 General Requirement Department 53 22.1 Psychology 49 20.4 Physiotherapy 21 8.7 SD: Standard deviation Table (2): Mean Percent Scores of Emotional Intelligence, Academic Stress, Digital Literacy, and Self-regulation (n = 240) Study Variables Mean Score Low (<33.3%) Moderate (33.3 – <66.6%) High (≥66.67%) Mean ± SD. No. % No. % No. % Emotional Intelligence 66.12 ±18.42 19 7.9 76 31.7 145 60.4 Perception of Emotion 67.38 ±19.30 19 7.9 70 29.2 151 62.9 Managing Own Emotions 66.49 ±21.83 19 7.9 80 33.3 141 58.8 Managing Others' Emotions 65.68 ±20.98 22 9.2 85 35.4 133 55.4 Utilization of Emotion 63.92 ±16.51 14 5.8 89 37.1 137 57.1 Academic Stress 50.03 ± 12.45 22 9.2 193 80.4 25 10.4 Academic expectations 54.51 ±22.85 42 17.5 124 51.7 74 30.8 Workload and Examinations 50.09 ± 11.31 16 6.7 215 89.6 9 3.8 Students' academic self-perceptions 46.98 ± 14.96 37 15.4 176 73.3 27 11.3 Digital Literacy 64.37 ±22.10 18 7.5 102 42.5 120 50.0 Attitude 63.72 ±23.26 25 10.4 91 37.9 124 51.7 Technical 64.48 ±24.01 22 9.2 88 36.7 130 54.2 Cognitive 67.03 ±24.94 22 9.2 83 34.6 135 56.3 Social 63.70 ±24.11 24 10.0 102 42.5 114 47.5 Self-regulation 63.15 ± 16.41 10 4.2 112 46.7 118 49.2 Table ( 3 ): Matrix of Correlation Between the Variables of the Study (n=240) Emotional Intelligence Academic Stress Digital Literacy Self-regulation Emotional Intelligence r - 0.523* 0.779 * 0.745 * p <0.001* <0.001 * <0.001 * Academic Stress r - 0.489* 0.405* p <0.001* <0.001* Digital Literacy r - 0.704 * p <0.001 * Cognitive Self-regulation r - p r: Pearson coefficient *: Statistically significant at p ≤ 0.05 Table (4): Univariate Linear regression analysis for the impact of emotional intelligence on academic stress, digital literacy, and cognitive self-regulation (n = 240) R 2 F (p) B Beta t p B (LL – UL 95%C.I) Academic Stress 0.273 89.551 * (<0.001 * ) 1.419 0.523 9.463 * <0.001 * (1.124 – 1.714) Digital Literacy 0.607 368.055 * (<0.001 * ) 1.261 0.779 19.185 * <0.001 * (1.132 – 1.391) Self-regulation 0.555 297.075 * (<0.001 * ) 2.300 0.745 17.236 * <0.001 * (2.037 – 2.563) F, p: f and p values for the model R 2 : Coefficient of determination B: Unstandardized Coefficients Beta: Standardized Coefficients t: t-test of significance CI Confidence interval, LL Lower limit, UL Upper Limit *: Statistically significant at p ≤ 0.05 Table (5): A path analysis of direct and indirect effects of emotional intelligence on students’ academic stress mediated by digital literacy and self-regulation. Relationship Total Effect Direct Effect Indirect Effect 95% CI t–statistics Conclusion LL UL Emotional Intelligence –> Academic Stress –> Digital Literacy 0.193 (t= 9.463 * , p<0.001 * ) 0.138 (t=3.830 * , p Academic Stress –> Cognitive Self-regulation -0.007 -0.057 0.040 0.286 (Not sig.) No Mediation LL Lower limit, UL Upper Limit *: Statistically significant at p ≤ 0.05 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4045707","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":277441671,"identity":"6227921e-5620-493f-9630-ced833cf37f3","order_by":0,"name":"Rasha Kadri Ibrahim","email":"data:image/png;base64,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","orcid":"https://orcid.org/0000-0002-1066-3436","institution":"Nursing Department, Fatima College of Health Sciences, Al Dhafra region, Baynunah complex, Madinat Zayed, UAE.","correspondingAuthor":true,"prefix":"","firstName":"Rasha","middleName":"Kadri","lastName":"Ibrahim","suffix":""},{"id":277441672,"identity":"9ea95232-1446-4f33-9d8f-9ce55fa28fdc","order_by":1,"name":"Saher Al Sabbah","email":"","orcid":"","institution":"Psychology Department, Fatima College of Health Sciences, Abu Dhabi, UAE.","correspondingAuthor":false,"prefix":"","firstName":"Saher","middleName":"Al","lastName":"Sabbah","suffix":""},{"id":277441673,"identity":"3f16cd9f-89ed-4a59-9a54-d064d522fb01","order_by":2,"name":"Muhammed Al-Jarrah","email":"","orcid":"","institution":"Fatima College of Health Sciences. Physiotherapy Department. Abu Dhabi. UAE","correspondingAuthor":false,"prefix":"","firstName":"Muhammed","middleName":"","lastName":"Al-Jarrah","suffix":""},{"id":277441674,"identity":"4fc710f3-5ec0-4cc6-abcc-df915f981462","order_by":3,"name":"John Senior","email":"","orcid":"","institution":"Fatima College of Health Sciences. General Requirement Department. Abu Dhabi. UAE","correspondingAuthor":false,"prefix":"","firstName":"John","middleName":"","lastName":"Senior","suffix":""},{"id":277441675,"identity":"a46bdd87-f02a-42ec-9fb0-1ae4f0eed1e8","order_by":4,"name":"Jehad Ali Almomani","email":"","orcid":"","institution":"Department of Administration, Curricula and Teaching Methods, College of Educational and Psychological Sciences, Amman Arab University, Jordan","correspondingAuthor":false,"prefix":"","firstName":"Jehad","middleName":"Ali","lastName":"Almomani","suffix":""},{"id":277441676,"identity":"f9ecc3c1-033d-4588-b772-d5a06e79da77","order_by":5,"name":"Amani Darwish","email":"","orcid":"","institution":"Fatima College of Health Sciences, Psychology Department, Abu Dhabi. UAE","correspondingAuthor":false,"prefix":"","firstName":"Amani","middleName":"","lastName":"Darwish","suffix":""},{"id":277441677,"identity":"753b083f-d5f0-4c18-8a92-ecf2aded7455","order_by":6,"name":"Faisal Albannay","email":"","orcid":"","institution":"Institute of Applied Technology, Abu Dhabi, Al Mafraq Campus, UAE.","correspondingAuthor":false,"prefix":"","firstName":"Faisal","middleName":"","lastName":"Albannay","suffix":""}],"badges":[],"createdAt":"2024-03-08 15:03:39","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-4045707/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4045707/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":52414257,"identity":"ff74d83b-b2f3-40bb-b876-dc71349d297f","added_by":"auto","created_at":"2024-03-11 10:45:29","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":76781,"visible":true,"origin":"","legend":"\u003cp\u003eConceptual Map of the Digitally Regulated Emotional Intelligence Pathway Model\u003c/p\u003e","description":"","filename":"fig1page0001.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4045707/v1/6cdcf07ca7500ecb18edcc83.jpg"},{"id":52414256,"identity":"d8d6cb9b-1583-4522-b686-126d5a1cefd5","added_by":"auto","created_at":"2024-03-11 10:45:29","extension":"jpg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":89218,"visible":true,"origin":"","legend":"\u003cp\u003eDirect and Indirect Effect of Emotional Intelligence, Digital literacy, and Self-Regulation on Students’ Academic Stress.\u003c/p\u003e","description":"","filename":"fig2.jpg","url":"https://assets-eu.researchsquare.com/files/rs-4045707/v1/2830d49dbc3427f2d3947452.jpg"},{"id":52414408,"identity":"71dee2b6-5eed-48ba-9e65-6fc0e6302de2","added_by":"auto","created_at":"2024-03-11 10:53:30","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":897772,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4045707/v1/15a15751-9393-410e-82b1-db6dfa1926be.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eThe Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eAcademic stress (AS) is a prevalent and arduous aspect of college students\u0026rsquo; educational experience [1]. Students may experience detrimental effects on their overall well-being as a result of the pursuit of academic success, apprehension about failure, expectation of superior academic performance, managing deadlines, and pressure to meet the rigorous requirements of their coursework [2] [3]. Several studies have highlighted the correlation between academic stress and negative outcomes such as decreased grades, course withdrawals, and compromised social functioning [4] [5] [6]. By addressing the root causes of stress and promoting mental health, institutions and instructors can facilitate the survival of students academically as well as personally during their college years [7]. The concept of academic stress is closely linked to emotional intelligence (EI), particularly within the realm of education [8]. Gaining insight into the connection between emotional intelligence and academic stress is essential for navigating the intricate web of academic stress that impacts students throughout their educational journey and for devising efficient approaches to promote their well-being and academic achievements [9].\u003c/p\u003e\n\u003cp\u003eEmotional intelligence (EI) is the primary factor that determines success in college within the current highly demanding educational landscape, affecting learners at all levels of education [9] [10]. Acquiring emotional intelligence abilities is crucial in the teaching and learning process because it enables learners to properly handle various situations [11]. It encompasses the development of social skills, self-awareness, empathy, self-management, interpersonal relationships, and collaborative abilities [12]. Emotional intelligence can have various effects on academic achievement. Students with high emotional intelligence often experience lower levels of stress and perform well academically [8] [11] [9]. By considering emotional intelligence, we can recognize the concrete stress that students experience, viewing it not only as an intellectual challenge but also as an emotional experience [8]. While striving for academic excellence deserves praise, it often takes a toll on overall well-being. To effectively navigate this environment, students must possess a thorough understanding that equally values academic achievement and mental resilience [5].\u003c/p\u003e\n\u003cp\u003eBeyond emotional intelligence, additional competencies, such as digital literacy and self-regulation, must be developed in educational institutions to equip students for success [13] [14]. Digital literacy (DL) is an essential ability that students of various fields and ages need to acquire. It empowers students to take advantage of their technical skills and access diverse internet resources [15] [16]. Students with strong digital literacy exhibit greater preparedness and flexibility than do those lacking it, thereby empowering them to excel in diverse professional settings [17]. Acknowledging the importance of digital literacy is critical for every learner to adequately adapt to innovations in the modern day. This awareness is especially important given the clear relationship between digital literacy and emotional intelligence [18]. Digital literacy not only improves practical skills for navigating the world of technology but also plays an important role in creating self-awareness and boosting emotional growth [14] [15]. In today\u0026apos;s constantly evolving technological ecosystem, developing and applying digital literacy skills enables learners to build and use emotional intelligence, allowing them to negotiate problems with a better awareness of their own and others\u0026apos; emotions [19]. Moreover, digital literacy has a significant impact on academic stress levels, as students experience a decline in stress when they have confidence in their digital skills and abilities [20] [21] [22]. It is crucial to combine emotional intelligence and digital competence in the realm of technology [23] [17].\u003c/p\u003e\n\u003cp\u003eSelf-regulation (SR) involves skilfully controlling a person\u0026apos;s thoughts, emotions, and actions to achieve personal objectives, adhere to standards, and navigate various situations [14]. The significant influence of cognitive self-regulation on academic stress is remarkable. Research has shown a negative association between self-regulation and academic stress, indicating that increased self-regulation is associated with lower levels of academic stress [24] [25]. Therefore, students who possess highly developed self-regulation skills demonstrate greater stress management abilities in academic environments [26] [27]. Moreover, the strong correlation between self-regulation and emotional intelligence emphasizes the significance of developing techniques to enhance self-regulation abilities in students[28] [29]. This proactive strategy shows promise for both reducing academic stress and improving overall academic well-being.\u003c/p\u003e\n\u003cp\u003eThe integration of emotional intelligence, digital literacy, and self-regulation, referred to as \u0026quot;digitally regulated emotional intelligence,\u0026quot; is crucial in the field of education for lowering academic stress among students. This comprehensive strategy not only nurtures the essential technical competencies required in the age of technology but also promotes the capacity to manage one\u0026apos;s emotions and behaviors, resulting in a notable decrease in academic stress among students. This study assessed the effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress.\u003c/p\u003e"},{"header":"Background","content":"\u003cp\u003e\u003cstrong\u003eEmotional intelligence and academic stress\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRanasinghe et al. (2017) define emotional intelligence as the capacity of an individual to identify and manage emotions both inside oneself and in others [30]. Mayer and Salovey describe emotional intelligence as a collection of four interconnected skills: the ability to perceive emotions, utilize emotions, understand emotions, and manage emotions [31] [32] [30]. Emotional intelligence is an essential competency that all students in the health sciences should acquire to effectively navigate and manage a wide range of stressful situations with success and wisdom [10]. A high level of emotional intelligence enhances feelings of confidence, efficiency, and personal growth. Gaining proficiency in emotional intelligence abilities will reduce academics\u0026rsquo; degree of stress and improve their overall performance [33]. On the other hand, academic stress is a prevalent form of stress characterized as a \u0026quot;psychological condition resulting from ongoing social and personal pressures that exhaust an individual\u0026apos;s resources.\u0026quot; [31] . Academic stress, which negatively affects psychological health and emotional well-being, is a prominent subject of research in university communities [33] [34]. Several recent studies indicate that it is crucial to maintain academic stress at a level that is appropriate, to ensure that the university experience is fulfilling for students [35] [33].\u003c/p\u003e\n\u003cp\u003eThe notion that academic stress is correlated with emotional intelligence in the context of adjusting to the college environment has recently garnered significant interest from various educational disciplines. A substantial collection of related research has explored the connection between emotional intelligence and academic success [32] [33]. These studies repeatedly showed a strong and statistically significant link between the two concepts. For instance, a study focused on the impact of emotional intelligence on perceived stress among university students found significant correlations between emotional intelligence constructs and perceived stress [34]. Another study conducted in colleges of Kerala among 119 undergraduate students indicated that there is a significant relationship between emotional intelligence and academic stress [33]. A study of medical students was conducted in Iran to examine the effect of an intervention based on an emotional intelligence component on coping skills related to academic stress, and the authors reported that emotional intelligence components predict academic stress among students [35]. However, a recent study conducted among 300 undergraduate students in the Balasore district of Odisha state found no significant relationship between emotional intelligence and academic stress among undergraduates [36].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe potential mediating role of digital literacy\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDigital literacy has evolved into an essential component of navigating the digital age. Digital literacy is no longer restricted to practical abilities; it also encompasses the capacity to use digital tools for learning smoothly and effectively. Gilster defines digital literacy as \u0026quot;the ability to understand and employ information in a variety of formats from a variety of sources when displayed on a computer\u0026quot; [18] [36]. The British Future lab\u0026rsquo;s Handbook on Digital Literacy Across the Curriculum defines digital literacy as follows: To be digitally literate means having access to a diverse set of practices and cultural resources that can be used for digital instruments. It is the ability to generate and distribute meaning in various kinds and formats; to effectively create, collaborate, and communicate; and to grasp how and when digital tools may best support these processes. [37] [38]. There are several fundamental components of digital literacy in education. One study highlighted four components, attitudinal, technical, cognitive, and social, which were supported by Ng\u0026apos;s (2012) digital literacy framework [39] [40].\u003c/p\u003e\n\u003cp\u003eNumerous studies have reported that increased levels of digital literacy have a beneficial impact on academic achievement and alleviate stress. On the same line, other research have shown a correlation between inadequate digital skills and heightened levels of stress [36] [37]. Furthermore, research has established a positive and statistically significant correlation between digital literacy and emotional intelligence. According to the researchers, students with greater digital literacy are more likely to possess high emotional intelligence [38, 39, 40]. A study on digital generation revealed that individuals with high emotional intelligence can more effectively manage challenging and complex circumstances, such as academic stress [19]. Considering the above, it is logical to regard digital literacy as a mediator between emotional intelligence and academic stress.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe potential mediating role of self-\u003c/strong\u003er\u003cstrong\u003eegulation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAccording to Zimmerman (2001), self-regulation is \u0026quot;the self-directed process by which learners transform their mental abilities into task-related skills.\u0026quot; [39]. Self-regulation is the process by which people initiate, control, and sustain their own thoughts, behaviors, or emotions to achieve their objectives or prevent unfavorable results [40] [41]. SR includes students\u0026apos; ability to set academic goals and plan how to achieve them through the use of specific learning strategies [41] [42], such as self-monitoring and self-evaluating their successes and failures and consequently regulating their mindset and behavior to accomplish their goals [43]. A sizable number of studies have shown that self-regulation and the ability to manage one\u0026apos;s own behavior can assist learners in coping with academic stress, thus preventing long-term negative consequences [44]. Many research articles have demonstrated a negative association between academic stress and self-regulation among undergraduate students [44] [45] [46] [37]. Furthermore, research has indicated that self-regulation has an important influence on emotional intelligence and vice versa [47]. Overall, these data show that pursuing self-regulation skills can help students reduce academic stress and improve their emotions. In this study the three main processes that comprise self-regulatory activities are planning, monitoring, and regulating. Planning activities like goal setting and task analysis activate relevant prior knowledge, helping learners organise and understand the material. Monitoring attention while reading, self-testing, and asking help absorb and integrate the material. Regulating cognitive activities helps learners check and correct their behaviour while working to enhance performance [38]\u003c/p\u003e\n\u003cp\u003eGiven these previous findings, it is critical to investigate the correlation between academic stress and emotional intelligence among students majoring in health sciences. Additionally, it is crucial to examine the impact of concealed variables such as digital literacy and self-regulation and to acquire a comprehensive understanding of the mechanism underlying articulation. This approach is particularly crucial when developing courses that aim to enhance students\u0026apos; scholastic achievements. Moreover, there is an expectation that this research will unravel the complex relationships between academic stress and emotional intelligence, thereby enabling students to employ their abilities more efficiently and engage in more productive endeavours in the future. The anticipated reciprocal relationship between emotional intelligence and academic stress, mediated by students\u0026rsquo; digital literacy and self-regulation, is illustrated in Figure 1. Hence, the current study aimed to examine the relationship between emotional intelligence and academic stress in health sciences students, with digital literacy and self-regulation serving as possible mediators.\u003c/p\u003e\n\u003cp\u003eFig.1: Conceptual Map of the Digitally Regulated Emotional Intelligence Pathway Model.\u003c/p\u003e\n\u003ch3\u003eHypothesis 1:\u003c/h3\u003e\n\u003cp\u003eEmotional intelligence can directly affect the academic stress of healthcare sciences undergraduates.\u003c/p\u003e\n\u003ch3\u003eHypothesis 2:\u003c/h3\u003e\n\u003cp\u003eDigital literacy plays a mediating role in the relationship between emotional intelligence and the academic stress of healthcare sciences undergraduates\u003c/p\u003e\n\u003ch3\u003eHypothesis 3:\u003c/h3\u003e\n\u003cp\u003eSelf-regulation plays a mediating role in the relationship between emotional intelligence and the academic stress of healthcare sciences undergraduates\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eResearch design, setting, and sample\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDuring the academic year 2023-2024, a cross-sectional, correlational quantitative survey was carried out from December 2023 to February 2024. Undergraduate students from four departments (Nursing, Psychology, General Requirement Department, and Physiotherapy) participated in the study at Fatima College of Health Sciences in the United ArabEmirates.It is important to note that the student intake at this college is exclusively female. To recruit students for the study, convenience sampling was used. Participants in the study were full-time undergraduate students studying healthcare in levels 1, 2, 3, and 4, who were aware of the study\u0026apos;s intentions and willing to participate. The sample size was obtained using G*Power software. The required sample size for logistic regression with two independent variables was determined to be 210 students based on an estimated medium effect size (f2) = 0.15, = 0.05, power = 0.95.\u003c/p\u003e\n\u003ch3\u003eStudy instruments:\u003c/h3\u003e\n\u003cp\u003eTo achieve the aim of the study, four instruments were used:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDemographic data\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe demographic information included age, gender, student level of education, and department.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1. Schutte Self-Report Emotional Intelligence Test (SSEIT)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSchutte Self-Report Emotional Intelligence scale (SSEIT) was compiled by Satuf et al. (2020) [39] [40] . The scale composed of 33 items into 4 sub questionnaires, perception of emotion, managing own emotions, managing others\u0026apos; emotions, and utilization of emotion. Variables on the \u003cstrong\u003eperception of emotion\u003c/strong\u003e\u003cstrong\u003e subscale\u003c/strong\u003e include statements about personal preference, resilience in the past, positive anticipation, trustworthy confidante, a nonverbal challenge, life reflection, mood development, emotional wealth, self-awareness, and a positive perspective.Elements on the \u003cstrong\u003ema\u003c/strong\u003e\u003cstrong\u003enaging own emotions\u003c/strong\u003e list included emotional disclosure, prolonging joy, the coordination of events , the pursuit of pleasure, nonverbal perception, appealing impression ,mood-driven problem-solving, expression of facial emotion , comprehension of change, and positive creativity. Items on the \u003cstrong\u003emanaging others\u0026apos; emotions\u003c/strong\u003e included control of emotions, developing self-awareness, positive thought processes, grateful admiration, nonverbal perception, empathetic rapport, emotional innovation. Finally, the questions featured in the \u003cstrong\u003eutilisation of emotion\u003c/strong\u003e subscale include attitude of defeatism, emotional perception, peace and support, determination of persistence by mood, vocal feelings, and the empathy dilemma.\u003c/p\u003e\n\u003cp\u003eThe scale adopts a 5 -point Likert scale (1 to 5 indicates strongly disagree to strongly agree respectively). Statements 5 and 28 are on a reversed scale, with \u0026quot;strongly disagree\u0026quot; equaling 5 and \u0026quot;strongly agree\u0026quot; equaling 1. The researchers computed the average score for each component and the overall scale score, which was the average of the four dimensions; higher scores indicated a greater level of emotional skills. Iacolino et al. (2023) and ALmegewly et al. (2022) reported high good internal consistency, concept validity, and criteria validity of SSEIT (\u0026alpha;= 0.89 \u0026amp; 0.953 ) respectively [41] [19]. The overall Cronbach\u0026apos;s alpha coefficient \u0026alpha; in the study was \u003cstrong\u003e0.973, \u003c/strong\u003eand Cronbach\u0026apos;s alpha for the four subdomains were as follow: perception of emotion (10 items; \u0026alpha;= 0.906), managing own emotions (10 items; \u0026alpha;= 0.944), managing others\u0026apos; emotions (7 items; \u0026alpha;= 0.902) , and utilisation of emotion (6 items; \u0026alpha;= 0.734 ). The Kaiser-Meyer-Olkin (KMO) value is equal to 0.956. The Bartlett-test p-value is less than 0.001, indicating strong interitem correlations [42]. \u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e2. Perception of Academic Stress Scale (PAS)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe perception of academic stress scale for graduate students uses 18 items developed by Gabriel (2015), whose key domains are \u003cstrong\u003eacademic expectations\u003c/strong\u003e , \u003cstrong\u003eworkload and examinations\u003c/strong\u003e , and \u003cstrong\u003estudents\u0026apos; academic self-perceptions\u003c/strong\u003e [43]. Sample items are\u0026rsquo;\u0026rsquo; Competition with my peers for grades is quite intense \u0026lsquo;\u0026rsquo;, \u0026lsquo;\u0026rsquo;The time allocated to classes and academic work is enough\u0026rsquo;\u0026rsquo;, \u0026lsquo;\u0026rsquo; Am confident that I will be a successful student \u0026lsquo;\u0026rsquo;. Participants are requested to rate these items on a 5 points Likert scale, 1 to 5 indicates strongly disagree to strongly agree, respectively. Statements 5,9,12,13 and 15 are on a reversed scale, with \u0026quot;strongly agree\u0026quot; equaling 1 and \u0026quot;strongly disagree\u0026quot; equaling 5. Felipe and Tatiane (2021) and Pontes et al (2023) reported high internal consistency (\u0026alpha;= 0.83) and (\u0026alpha;= 0.75) respectively [44] [45]. The overall Cronbach\u0026apos;s alpha coefficient \u0026alpha; in the study was \u003cstrong\u003e0.718\u003c/strong\u003e, and Cronbach\u0026apos;s alpha for the three subdomains were as follow: academic expectations (4 items; \u0026alpha;= 0.789), workload and examinations (8 items; \u0026alpha;= 0.866), and students\u0026apos; academic self-perceptions (6 items; \u0026alpha;= 0.798). The Kaiser-Meyer-Olkin (KMO) value is 0.900, the Bartlett test yielded a p-value of less than 0.001, indicating strong interitem correlations. \u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e3. Digital Literacy Scale\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Digital Literacy Scale Ng\u0026rsquo;s(2012) includes 17 items developed by (Ng, 2012), whose key domain are attitude , technical , cognitive , and social [46] [47]. Sample items are \u0026lsquo;\u0026rsquo; I like using ICT for learning \u0026lsquo;\u0026rsquo; and \u0026lsquo;\u0026rsquo; ICT enables me to collaborate better with my peers on project work and other learning activities\u0026rsquo;\u0026rsquo;. Participants are requested to rate these items on a 5 points Likert scale, 1 to 5 indicates totally Disagree to totally agree, respectively. Felipe and Tatiane (2021) reported high internal consistency (\u0026alpha;= 0.83). The overall Cronbach\u0026apos;s alpha coefficient \u0026alpha; in the study was \u003cstrong\u003e0.980\u003c/strong\u003e, and Cronbach\u0026apos;s alpha for the four subdomains were as follow: attitude (7 items; \u0026alpha;= 0.956), technical (6 items; \u0026alpha;=0.971), cognitive (2 items; \u0026alpha;= 0.987), and social (2 items; \u0026alpha;=0.784). The Kaiser-Meyer-Olkin (KMO) value is 0.959, the Bartlett test yielded a p-value of less than 0.001, indicating strong interitem correlations. \u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4. Self-regulation \u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe self-regulation was measured using the metacognitive self-regulation scale developed by Pintrich et al (1991), consisting of 12 items. This scale is one of the five subscales of the cognitive and metacognitive strategies included in the Motivated Learning Strategies Questionnaire (MLSQ) [38].Sample indicators are \u0026lsquo; During class time I often miss important points because I\u0026apos;m thinking of other things \u0026rsquo; and \u0026lsquo; If I get confused taking notes in class, I make sure I sort it out afterward \u0026rsquo;. The participants rated each item on a seven-point scale (1 = not at all, 7 = to a very great extent). Statements 1 and 8 are on a reversed scale, with \u0026quot; very great extent \u0026quot; equaling 1 and \u0026quot; not at all \u0026quot; equaling 7 The researchers computed the average score for each component and the overall scale score, which was the average of the five dimensions; higher scores indicated a greater degree of cognitive and metacognitive skills. Ibrahim et al (2023) reported that the scale has high internal consistency (\u0026alpha;=0.877). The overall Cronbach\u0026apos;s alpha coefficient \u0026alpha; in the study was 0.894. The Kaiser-Meyer-Olkin (KMO) value is 0.943, the Bartlett test yielded a p-value of less than 0.001, indicating strong interitem correlations.\u003c/p\u003e\n\u003cp\u003eOut of the participants mentioned earlier, 24 individuals, which is equivalent to ten percent of the total, took part in a pilot study. The purpose of this piloting was to assess the instruments\u0026apos; clarity and usefulness, identify any potential challenges during data collection, and calculate how long it would take to complete the tools. The pilot study participants were excluded from the study sample.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eValidity and Reliability:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study instruments\u0026apos; reliability was assessed using Cronbach\u0026apos;s alpha coefficient test to examine the internal consistency of the items. All instruments were deemed reliable with statistical significance levels of P \u0026lt;.05: \u0026alpha;= 0.973 for the emotional intelligence tool (SSEIT), \u0026alpha;= 0.718 for the academic stress tool (PAS), \u0026alpha;= 0.980 for digital literacy, and 0.894 for the self-regulation tool. Ten percent of the participants (n = 24) from the given context took part in the pilot study to assess the instruments\u0026apos; clarity and utility, identify potential data-collecting hurdles, and establish the tools\u0026apos; completion time. The pilot study participants were excluded from the study sample.\u003c/p\u003e\n\u003ch3\u003eData collection\u003c/h3\u003e\n\u003cp\u003eThe survey was disseminated to FCHS students through email. The email included an attachment consisting of a comprehensive letter providing information on the study\u0026apos;s goals, benefits, and participants\u0026apos; rights. Moreover, it was explicitly specified that students had the option to either partake in the study or refrain from doing so. The survey is expected to take approximately 15-20 minutes to complete. The data were collected over a period of two months. The dataset did not contain any missing data, as the data-gathering process ended once the targeted sample size of 240 was reached. The researcher\u0026apos;s contact information was given. All inquiries from the participants were comprehensively addressed and clarified.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEthical considerations\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFollowing submitting the study protocol, tools, and consent to the committee members, the Research Ethics Committee of Fatima College of Health Sciences, UAE, granted ethical approval for this study [IRB approval number: [FECE-1-23-24-Saher]. Participants willingly enrolled in the study after being provided with information about the measures taken to ensure the security and privacy of their data. The students who took part in this study were informed about the purpose and objectives of the research project through the distribution of the information sheet and consent form. According to the research statement, the survey is anonymous, and the raw data will not be made public and will only be applied for research purposes. Only after obtaining graduate students\u0026apos; permission by marking the \u0026apos;\u0026apos; I voluntarily engage in answering the questionnaire \u0026apos;\u0026apos; option on the survey form they proceed with the questionnaire.\u003c/p\u003e\n\u003ch3\u003eStatistical analysis\u003c/h3\u003e\n\u003cp\u003eThe data was processed with SPSS version 20. Descriptive statistics quantified demographic data by measures such as frequency, means, standard deviations, medians, and percentages. The Kolmogorov-Smirnov test was employed to gauge the normality of the distribution. Pearson\u0026apos;s correlation coefficient evaluated the link between the variables in the study. A multiple regression analysis was performed to forecast digital literacy, self-regulation, and academic stress scores based on emotional intelligence. The study investigated the role of digital literacy and self-regulation as mediators in the relationship between emotional intelligence and academic stress, adopting the Hayes Process Model 4 macro software [48]. Emotional intelligence was the independent variable, and academic stress was the dependent variable. digital literacy and self-regulation were investigated as potential mediators.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe response rate reached 100% after effectively communicating with each participant. Most of research participants (80.4%) are between the ages of 18 and 21. All research participants are female as the college\u0026apos;s entrance policy is exclusively for females. Considerably less than half (n = 105; 43.8%) of the student responders were in level 1. In the context of department distribution, the Nursing department has the highest percentage of participation (48.8%), followed by the General Requirement Department (22.1%) and the Psychology department (20.4%). The remaining 8.75% of participants are from the physiotherapy department (Table 1).\u003c/p\u003e\n\u003cp\u003eTable 2 indicates that the typical level of emotional intelligence was high (60.4%), with a mean score of 66.12 \u0026plusmn;18.42. Regarding the specific subscales, the subscale \u0026ldquo;perception of emotion\u0026quot; had the greatest average score (67.38 \u0026plusmn; 19.30), while the subscale \u0026ldquo;utilization of emotion\u0026quot; had the lowest score (63.92 \u0026plusmn;16.51). Furthermore, overall academic stress was deemed moderate, with a mean score of 50.03 \u0026plusmn; 12.45, representing 80.4 % of the participants. As for the individual subscales, the highest average score was obtained on the subscale \u0026quot;Academic expectations\u0026quot; (54.51 \u0026plusmn;22.85), while the lowest score was obtained on the subscale \u0026quot;Students\u0026apos; academic self-perceptions\u0026quot; (46.98 \u0026plusmn; 14.96). The general level of digital literacy was high (50.0%), with a mean score of 64.37 \u0026plusmn;22.10. On looking at the subdomains, it was found that the \u0026quot;cognitive\u0026quot; subdomain had the greatest average score of 67.03 \u0026plusmn;24.94, whereas the \u0026quot;social\u0026quot; subdomain had the lowest average score of 63.70 \u0026plusmn;24.11. Finally, the students demonstrated a high level of self-regulation (49.2%), with a mean score of 63.15 \u0026plusmn; 16.41.\u003c/p\u003e\n\u003cp\u003eA Pearson correlation coefficient was calculated to evaluate the relationship between the study variables presented in Table 3. The results revealed a positive, and statistically significant link between the overall emotional intelligence and academic stress scale (r (238) = 0.523, p \u0026lt; 0.001). The aforementioned association was observed also between overall emotional intelligence with digital literacy and self-regulation (r (238) = 0.779, p \u0026lt; 0.001), and (r (238) = 0.745, p \u0026lt; 0.001) respectively.\u003c/p\u003e\n\u003cp\u003eLinear regression analysis was used to examine the relationship between participants\u0026apos; emotional intelligence and their academic stress, digital literacy, and self-regulation, with emotional intelligence as the independent variable (Table 4). For their predictive models in relation to emotional intelligence academic stress was a predictive variable (B = 1.419; P \u0026lt;.001) Which explains (27.3 % adjusted R\u003csup\u003e2\u003c/sup\u003e) of the variance of the response variable. in relation to digital literacy, (B = 0.779; P \u0026lt;.001) explains (60.7% adjusted R\u003csup\u003e2\u003c/sup\u003e) of the variance. likewise for the self-regulation, it was found that self-regulation (B = 0.745; P \u0026lt;.001) explains (55.5 % adjusted R\u003csup\u003e2\u003c/sup\u003e) of the variance.\u003c/p\u003e\n\u003cp\u003eThe study assessed the mediating role of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress (Table5 \u0026amp; Fig. 2). The results revealed a significant indirect effect of emotional intelligence on students\u0026rsquo; academic stress through digital literacy (b=0.062, t=2.333), supporting H2. Additionally, the results revealed an insignificant indirect effect of emotional intelligence on students\u0026rsquo; academic stress through self-regulation (b= -0.007, t=-0.286), opposing H3. Furthermore, the direct effect of emotional intelligence on academic stress was also found significant (b= 0.138, t=3.830), supporting H1. Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress this means that in the model there is a significant positive correlation in in paths a1*b1. Notably self-regulation did not mediate the relationship between emotional intelligence and academic stress this means that in the model there is an insignificant negative correlation in in paths a2*b2.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe focus of this research investigation was to investigate how digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress in health care students. According to our knowledge, there has never been a literature that has directly addressed the connection between the four variables.\u003c/p\u003e\n\u003cp\u003eAt the outset, the study demonstrated a positive correlation between emotional intelligence and the level of academic stress experienced by health sciences students. These findings are consistent with several research that sought to examine the correlation between emotional intelligence and academic stress [8] [34] [49] [50]. For instance, a recent study by Majeed et al looked at the relationship between Malaysian university students\u0026apos; perceived stress and emotional intelligence. The study discovered a strong relationship between university students\u0026apos; perceptions of stress and emotional intelligence dimensions [34]. Another study conducted among 119 undergraduate students from university of Kerala reported a moderate positive correlation between emotional intelligence and academic stress [33].The findings aligned with those observed in college students from Pakistan, Morocco, Bangladesh, and Spain [51] [31] [52] [53]. This can be a result of the fact that health care students who have a high emotional intelligence may encounter situations in which they tend to blame themselves for not fulfilling expectations. This can lead to feelings of dissatisfaction and elevated stress levels. These results highlight the importance of colleges and universities introducing mindfulness-based training programs and instruction on emotional intelligence to enhance students\u0026apos; responses to a range of stressors. Our suggestion is backed by the finding that emotional intelligence-based interventions can considerably lessen students\u0026apos; academic stress [35] [54] [52]. Conversely, a study conducted among 300 undergraduate students concluded that there is no substantial correlation between emotional intelligence and academic stress among college students [36].\u003c/p\u003e\n\u003cp\u003eThe study unveiled that student possess an outstanding level of emotional intelligence. Studies have indicated that undergraduate healthcare students have a higher score of emotional intelligence when assessed using the same measurement scale SSREIT [33] [55] . Furthermore, our study found that students experience a moderate level of stress, which aligns with a previous study that deployed the same PAS scale to measure academic stress in adolescents [45]. These findings are in the same vein with a study carried out in Morocco by Ksiksou et al. in 2023, which found that nursing students with high emotional intelligence and moderate stress levels had positive correlations between their perceived stress and emotional intelligence [52]. Despite the widespread perception that students with higher emotional intelligence have lower stress levels [56] [8] [53], those with high emotional intelligence may experience moderate levels of stress as shown in the results of this study.\u003c/p\u003e\n\u003cp\u003eHere are a few arguments, starting out, an assumption suggests adolescents with high emotional intelligence may be more receptive to emotional cues in their environment. They might have a stronger sense of empathy and be acutely conscious of the demands and strains placed on them. Because of their increased awareness, they may experience more stress because of feeling pressure to live up to standards while still controlling their own feelings. In addition, those with high emotional intelligence might recognize the importance and intricacy of some jobs, which could lead to increased pressure and stress. They might aim for perfection and set greater goals for themselves, which can inevitably lead to higher stress levels. Added to the above arguments, heightened empathy and a stronger sense of accountability might result from having high emotional intelligence. These characteristics may result in a moderate level of stress because the student may feel more personally invested in their academic success or the welfare of others. However, their high emotional intelligence might help them deal with and get through moderately stressful situations more skillfully in comparison to those with low EI level.\u003c/p\u003e\n\u003cp\u003eSecondly, the present study revealed a statistically significant positive association between digital literacy and students\u0026apos; emotional intelligence, while simultaneously demonstrating a substantial positive correlation with academic stress. More importantly, it had a mediating effect on the relationship between EI and AS. According to the research, enhancing proficiency in digital skills and cultivating emotional intelligence traits are crucial for surpassing obstacles in healthcare education. The strong correlations between the research variables offer empirical support for these assertions since they validate the existing body of literature.\u003c/p\u003e\n\u003cp\u003eThese results lined up with a study conducted at University of West Java including 12,714 students. This study explored the correlation between emotional intelligence and digital literacy, revealing a favorable and substantial association among students [57]. A study conducted among psychology department students at Universitas Pendidikan Indonesia found a positive relationship between digital literacy and academic stress. This relationship was influenced by factors such as the vast amount of information required, limited time, and the expectation to perform well in exams [58].We were unable to find any literature that examined the mediating impact of DL on relationship between EI and academic stress for comparison with our findings.\u003c/p\u003e\n\u003cp\u003eThe findings could be attributed to those facts that in our contemporary digital age, students with advanced digital literacy skills may have greater possibilities to cultivate and demonstrate emotional intelligence through online platforms. For example, they might excel at comprehending and reacting to emotional cues in digital communication platforms like social media or emails. Multiple factors may link digital literacy with academic stress. Enhanced digital literacy might result in increased exposure to academic requirements via online platforms like e-learning portals or digital research tools. Proficient students in digital technology may face more demands for digital involvement in their academic pursuits, which could lead to heightened stress levels. Digital literacy mediates the association between emotional intelligence and academic stress, indicating that digital literacy can influence how emotional intelligence influences stress levels in students. Those with stronger emotional intelligence may use digital tools and resources more effectively to manage academic stress, reducing its effects. On the other hand, those with lesser digital literacy skills may find it challenging to use digital tools for stress management, resulting in a more pronounced connection between emotional intelligence and academic stress.\u003c/p\u003e\n\u003cp\u003eThirdly, the study\u0026apos;s results indicate a strong positive association between self-regulation and Findings published in Drigas et al., 2021; Shafait et al., 2021, and Gunasekera et al., 2021, all support the idea that positive emotions improve students\u0026apos; self-regulated learning, while negative emotions result in dependence on external guidance. As a result of this positive link, it can be deduced that students who possess high levels of emotional intelligence will also have high levels of self-regulated learning [60] [60] [61] .\u003c/p\u003e\n\u003cp\u003eOur study also revealed that self-regulation does not mediate the relationship between emotional intelligence and academic stress. Emotional intelligence\u0026apos;s impact on academic stress may not be fully mediated by self-regulation alone, as factors like academic workload, competition, social pressures, and personal circumstances could also significantly contribute to academic stress. Another reason is that each student\u0026apos;s response to stress may vary depending on their individual personality features, coping strategies, and past experiences. Emotional intelligence and self-regulation are significant, but they may not completely explain the many methods students use to handle academic stress. Some people may possess strong emotional intelligence but have difficulty with self-regulation, while others may excel in both aspects. Furthermore, the majority of the study sample was from the first level, which is seen as a transitional time including adapting to the requirements and standards of higher education indicates that they possess less familiarity with the academic setting in comparison to students at more advanced stages. Consequently, their emotional intelligence, self-regulation, and academic stress levels may vary from those of students at higher academic levels.\u003c/p\u003e\n\u003cp\u003eThese results suggested including digital technologies and self-efficacy in healthcare education by identifying factors to improve their emotional intelligence, self-regulation skills in digital learning environment. It is necessary to develop a strategy to improve students\u0026rsquo; emotional intelligence, digital literacy and self-regulation skills.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImplications and limitations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eEducators may adapt their teaching approaches to incorporate techniques that improve emotional intelligence, digital literacy, and self-regulation in healthcare students. This may require incorporating activities or specialized courses within the curriculum. Universities can enhance assistance programmes for students facing academic stress by providing counselling, handling stress education, and resources to promote computer literacy. Healthcare programmes should include modules or training sessions focused on improving digital literacy in addition to clinical training. Institutions should adopt a holistic strategy to assisting students with academic stress, which should encompass issues like workload management, interpersonal relationships, and coping strategies, in addition to emotional intelligence and self-regulation. It is crucial to establish a nurturing learning environment that caters to the many requirements of healthcare students and fosters their development, as the outcomes highlight. It is essential to promote social and emotional qualities including empathy, self-awareness, respect for others, and effective communication to prepare healthcare personnel.\u003c/p\u003e\n\u003cp\u003eThis study provides fresh perspectives for theory and future research, although it also has constraints. The study used an online-based survey to collect data from undergraduate health care students. The study might have been constrained by a small sample size or particular demographics. This restricts the generality of the results to wider groups of healthcare students. The study used self-report methods to evaluate emotional intelligence, computer literacy, self-regulation, and academic stress. These metrics can be influenced by biases such as social desirability bias, where participants may answer in a way they believe is socially acceptable.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe research focused on examining the intricate connection among emotional intelligence, digital literacy, self-regulation, and academic stress in healthcare students. The results indicated significant correlations between these factors and illustrated how their interactions impact students\u0026apos; academic experiences. Additionally, the study confirmed earlier findings by demonstrating a strong association between emotional intelligence and academic stress. It was observed that higher levels of emotional intelligence did not always lead to reduced stress levels, suggesting that other factors may also contribute to moderately stressed emotionally intelligent students. Furthermore, the study emphasized the role of digital literacy as a mediator in the link between emotional intelligence and academic stress indicating that proficient use of online resources can help manage stress for students with strong digital skills. Lastly, while self-regulation showed a clear positive relationship with emotional intelligence, it did not fully explain or mediate the connection between emotional intelligence and academic stress; thus, highlighting the multifaceted nature of academic stress influenced by various factors beyond just emotional intelligence and self-regulation.\u003c/p\u003e"},{"header":"List of Abbreviations","content":"\u003cp\u003eAS: Academic stress\u003c/p\u003e\n\u003cp\u003eEI: Emotional intelligence\u003c/p\u003e\n\u003cp\u003eSR: Self-regulation\u003c/p\u003e\n\u003cp\u003eDL: Digital Literacy\u003c/p\u003e\n\u003cp\u003eSSREIT Shutte\u0026rsquo;s Emotional Intelligence test\u003c/p\u003e\n\u003cp\u003ePAS Perception of Academic Stress Scale\u003c/p\u003e\n\u003cp\u003eMLSQ Motivated Learning Strategies Questionnaire\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study protocol, research instrument, and consent documents were submitted to and approved by the Research Ethics Committee under reference number FECE-2-03-23-NUR-Rasha. The participants willingly participated in the study after receiving detailed information regarding the measures implemented to ensure the protection of their data confidentiality. The data collected from the participants were entirely anonymous, with no identifiable personal information recorded. Informed consent was obtained from all participants included in the study. The research\u0026apos;s aim and objectives were successfully conveyed to the nursing students involved in the study via the distribution of informational materials and consent forms.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of Data\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors do not have any conflicts of interest to declare; this article does not concern any commercial products.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding Sources\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo funding was received for this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor Contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors participated in writing paper, and all approved the submitted version.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to express their gratitude to all the participants for agreeing to participate in the study.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eG. Barbayannis, M. Bandari, X. Zheng, H. Baquerizo, K. W. Pecor, and X. Ming, \u0026lsquo;Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19\u0026rsquo;, \u003cem\u003eFrontiers in Psychology\u003c/em\u003e, vol. 13, 2022, Accessed: Dec. 29, 2023. [Online]. Available: https://www.frontiersin.org/articles/10.3389/fpsyg.2022.886344\u003c/li\u003e\n\u003cli\u003eC. Zhang \u003cem\u003eet al.\u003c/em\u003e, \u0026lsquo;Associations Between Academic Stress and Depressive Symptoms Mediated by Anxiety Symptoms and Hopelessness Among Chinese College Students\u0026rsquo;, \u003cem\u003ePsychology Research and Behavior Management\u003c/em\u003e, vol. 15, pp. 547\u0026ndash;556, Mar. 2022, doi: 10.2147/PRBM.S353778.\u003c/li\u003e\n\u003cli\u003eM. M. Al-Shahrani, B. S. Alasmri, R. M. Al-Shahrani, N. M. Al-Moalwi, A. A. Al Qahtani, and A. F. Siddiqui, \u0026lsquo;The Prevalence and Associated Factors of Academic Stress among Medical Students of King Khalid University: An Analytical Cross-Sectional Study\u0026rsquo;, \u003cem\u003eHealthcare (Basel)\u003c/em\u003e, vol. 11, no. 14, p. 2029, Jul. 2023, doi: 10.3390/healthcare11142029.\u003c/li\u003e\n\u003cli\u003eP. Frazier, A. Gabriel, A. Merians, and K. Lust, \u0026lsquo;Understanding stress as an impediment to academic performance\u0026rsquo;, \u003cem\u003eJournal of American College Health\u003c/em\u003e, vol. 67, no. 6, pp. 562\u0026ndash;570, Aug. 2019, doi: 10.1080/07448481.2018.1499649.\u003c/li\u003e\n\u003cli\u003eD. O. Aluh, A. Abba, and A. B. Afosi, \u0026lsquo;RESEARCH ARTICLE: Prevalence and correlates of depression, anxiety and stress among undergraduate pharmacy students in Nigeria\u0026rsquo;, \u003cem\u003ePharmacy Education\u003c/em\u003e, vol. 20, pp. 236\u0026ndash;248, Sep. 2020, doi: 10.46542/pe.2020.201.236248.\u003c/li\u003e\n\u003cli\u003eC. Bergmann, T. Muth, and A. Loerbroks, \u0026lsquo;Medical students\u0026rsquo; perceptions of stress due to academic studies and its interrelationships with other domains of life: a qualitative study\u0026rsquo;, \u003cem\u003eMedical Education Online\u003c/em\u003e, vol. 24, no. 1, p. 1603526, Jan. 2019, doi: 10.1080/10872981.2019.1603526.\u003c/li\u003e\n\u003cli\u003eK. J. Reddy, K. R. Menon, and A. Thattil, \u0026lsquo;Academic Stress and its Sources Among University Students\u0026rsquo;, \u003cem\u003eBiomedical and Pharmacology Journal\u003c/em\u003e, vol. 11, no. 1, pp. 531\u0026ndash;537, Mar. 2018.\u003c/li\u003e\n\u003cli\u003eR. Rehana, \u0026lsquo;Relationship between Emotional Intelligence and Academic Stress of University Students\u0026rsquo;, \u003cem\u003eJournal of Research in Social Sciences\u003c/em\u003e, vol. 6, no. 2, pp. 207\u0026ndash;218, Jun. 2018.\u003c/li\u003e\n\u003cli\u003eQ. Suleman, I. Hussain, M. A. Syed, R. Parveen, I. S. Lodhi, and Z. Mahmood, \u0026lsquo;Association between emotional intelligence and academic success among undergraduates: A cross-sectional study in KUST, Pakistan\u0026rsquo;, \u003cem\u003ePLOS ONE\u003c/em\u003e, vol. 14, no. 7, p. e0219468, Jul. 2019, doi: 10.1371/journal.pone.0219468.\u003c/li\u003e\n\u003cli\u003eB. H. Chew, A. M. Zain, and F. Hassan, \u0026lsquo;Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study\u0026rsquo;, \u003cem\u003eBMC Medical Education\u003c/em\u003e, vol. 13, no. 1, p. 44, Mar. 2013, doi: 10.1186/1472-6920-13-44.\u003c/li\u003e\n\u003cli\u003eC. MacCann, Y. Jiang, L. E. R. Brown, K. S. Double, M. Bucich, and A. Minbashian, \u0026lsquo;Emotional intelligence predicts academic performance: A meta-analysis\u0026rsquo;, \u003cem\u003ePsychological Bulletin\u003c/em\u003e, vol. 146, no. 2, pp. 150\u0026ndash;186, 2020, doi: 10.1037/bul0000219.\u003c/li\u003e\n\u003cli\u003eA. Alenezi, M. S. M. Saleh, and R. A. G. Elkalashy, \u0026lsquo;Predicting effect of emotional-social intelligence on academic achievement of nursing students\u0026rsquo;, \u003cem\u003eAfrican Journal of Health Professions Education\u003c/em\u003e, vol. 12, no. 3, Art. no. 3, Oct. 2020, doi: 10.7196/AJHPE.2020.v12i3.1365.\u003c/li\u003e\n\u003cli\u003eL. Austen, H. Parkin, S. Jones-Devitt, K. McDonald, and B. Irwin, \u003cem\u003eDigital capability and teaching excellence: an integrative systematic review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL)\u003c/em\u003e. 2016. doi: 10.13140/RG.2.2.27697.17764.\u003c/li\u003e\n\u003cli\u003eN. S. Ngah \u003cem\u003eet al.\u003c/em\u003e, \u0026lsquo;A Study of The Factors that Influence Learners\u0026rsquo; Drive to Be Self-Regulated\u0026rsquo;, \u003cem\u003eIJARBSS\u003c/em\u003e, vol. 13, no. 9, p. Pages 1463-1481, Sep. 2023, doi: 10.6007/IJARBSS/v13-i9/18540.\u003c/li\u003e\n\u003cli\u003eC. Lankshear and M. Knobel, \u0026lsquo;Digital Literacy and Digital Literacies\u0026rsquo;:, \u003cem\u003eNORDIC JOURNAL OF DIGITAL LITERACY\u003c/em\u003e.\u003c/li\u003e\n\u003cli\u003eC. Audrin and B. Audrin, \u0026lsquo;Key factors in digital literacy in learning and education: a systematic literature review using text mining\u0026rsquo;, \u003cem\u003eEduc Inf Technol\u003c/em\u003e, vol. 27, no. 6, pp. 7395\u0026ndash;7419, Jul. 2022, doi: 10.1007/s10639-021-10832-5.\u003c/li\u003e\n\u003cli\u003eR. K. Ibrahim and A. N. Aldawsari, \u0026lsquo;Relationship between digital capabilities and academic performance: the mediating effect of self-efficacy\u0026rsquo;, \u003cem\u003eBMC Nurs\u003c/em\u003e, vol. 22, no. 1, p. 434, Nov. 2023, doi: 10.1186/s12912-023-01593-2.\u003c/li\u003e\n\u003cli\u003eG. Nijhawan, H. Kaur Gujral, and K. Singh, \u0026lsquo;IMPACT OF EMOTIONAL INTELLIGENCE ON ACADEMIC STRESS: A QUALITATIVE STUDY\u0026rsquo;, \u003cem\u003eGLOBAL JOURNAL FOR RESEARCH ANALYSIS\u003c/em\u003e, pp. 223\u0026ndash;224, Mar. 2023, doi: 10.36106/gjra/4713272.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;CORRELATION BETWEEN DIGITAL LITERACY AND EMOTIONAL INTELLIGENCE ON UNDERSTANDING VISCOSITY STOKE\u0026rsquo;S METHOD AIDED BY VLAB AMRITA OLABS | Putra | Journal of Teaching and Learning Physics\u0026rsquo;. Accessed: Dec. 30, 2023. [Online]. Available: https://journal.uinsgd.ac.id/index.php/jtlp/article/view/16426\u003c/li\u003e\n\u003cli\u003eS. Vermisli, E. Cevik, and C. Cevik, \u0026lsquo;The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education\u0026rsquo;, \u003cem\u003eRev. esc. enferm. USP\u003c/em\u003e, vol. 56, p. e20210488, 2022, doi: 10.1590/1980-220x-reeusp-2021-0488en.\u003c/li\u003e\n\u003cli\u003eG. Haugan, J. Drageset, B. Andr\u0026eacute;, K. Kukulu, J. Mugisha, and B. K. S. Utv\u0026aelig;r, \u0026lsquo;Assessing quality of life in older adults: psychometric properties of the OPQoL-brief questionnaire in a nursing home population\u0026rsquo;, \u003cem\u003eHealth Qual Life Outcomes\u003c/em\u003e, vol. 18, no. 1, p. 1, Jan. 2020, doi: 10.1186/s12955-019-1245-3.\u003c/li\u003e\n\u003cli\u003eS.-C. Chen \u003cem\u003eet al.\u003c/em\u003e, \u0026lsquo;Digital health literacy and well-being among university students: Mediating roles of fear of COVID-19, information satisfaction, and internet information search\u0026rsquo;, \u003cem\u003eDIGITAL HEALTH\u003c/em\u003e, vol. 9, p. 20552076231165970, Jan. 2023, doi: 10.1177/20552076231165970.\u003c/li\u003e\n\u003cli\u003eA. Noviyanto and B. Wijanarka, \u0026lsquo;Influence of Emotional Intelligence, Digital Literacy, and Student Self- Efficacy on Job Readiness of the Mechanical Engineering Skills Program at Vocational Schools in Yogyakarta City\u0026rsquo;, \u003cem\u003eInternational Journal of Social Science and Human Research\u003c/em\u003e, vol. 6, Oct. 2023, doi: 10.47191/ijsshr/v6-i10-03.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;Analysis of the Mediating Effect of Self-Regulation Ability on Chinese Students\u0026quot; Academic Stress and College Life Adjustment\u0026rsquo;, \u003cem\u003eJournal of fisheries and marine sciences education\u003c/em\u003e, vol. 35, no. 2, pp. 260\u0026ndash;275, Apr. 2023, doi: 10.13000/jfmse.2023.4.35.2.260.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;Effects of academic self-regulation on procrastination, academic stress and anxiety, resilience and academic performance in a sample of Spanish secondary school students\u0026rsquo;, \u003cem\u003eFrontiers in Psychology\u003c/em\u003e, vol. 14, Feb. 2023, doi: 10.3389/fpsyg.2023.1073529.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;Mediating Role of Perceived Academic Stress in Relationships of Self-compassion and Self-regulation With Academic Well-being in Female Students\u0026rsquo;, \u003cem\u003e\u003cspan dir=\"RTL\"\u003eعلوم بهداشتی ایران\u003c/span\u003e\u003c/em\u003e, vol. 11, no. 1, pp. 29\u0026ndash;36, Jan. 2023, doi: 10.32598/ijhs.11.1.911.1.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students\u0026rsquo;, \u003cem\u003eFrontiers in Psychology\u003c/em\u003e, vol. 11, p. 1773, Aug. 2020, doi: 10.3389/FPSYG.2020.01773.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;Mama Training: Pelatihan Emotional Intelligence Untuk Meningkatkan Self-Regulation Guru Sekolah Dasar\u0026rsquo;, \u003cem\u003eJIP: Jurnal Intervensi Psikologi\u003c/em\u003e, vol. 14, no. 1, pp. 55\u0026ndash;68, May 2022, doi: 10.20885/intervensipsikologi.vol14.iss1.art6.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;Emotional intelligence and emotion regulation in self-induced emotional states: Physiological evidence\u0026rsquo;, \u003cem\u003ePersonality and Individual Differences\u003c/em\u003e, vol. 139, pp. 202\u0026ndash;207, Mar. 2019, doi: 10.1016/J.PAID.2018.11.027.\u003c/li\u003e\n\u003cli\u003eJ. D. Mayer, P. Salovey, and D. R. C. R. work(s):, \u0026lsquo;Emotional Intelligence: Theory, Findings, and Implications\u0026rsquo;, \u003cem\u003ePsychological Inquiry\u003c/em\u003e, vol. 15, no. 3, pp. 197\u0026ndash;215, 2004.\u003c/li\u003e\n\u003cli\u003eR. Trigueros, A. M. Padilla, J. M. Aguilar-Parra, P. Rocamora, M. J. Morales-G\u0026aacute;zquez, and R. L\u0026oacute;pez-Liria, \u0026lsquo;The Influence of Emotional Intelligence on Resilience, Test Anxiety, Academic Stress and the Mediterranean Diet. A Study with University Students\u0026rsquo;, \u003cem\u003eInternational Journal of Environmental Research and Public Health\u003c/em\u003e, vol. 17, no. 6, Art. no. 6, Jan. 2020, doi: 10.3390/ijerph17062071.\u003c/li\u003e\n\u003cli\u003eW. H. ALmegewly \u003cem\u003eet al.\u003c/em\u003e, \u0026lsquo;Correlation between emotional intelligence and academic achievement among undergraduate nursing students\u0026rsquo;, \u003cem\u003eInternational Journal of Africa Nursing Sciences\u003c/em\u003e, vol. 17, p. 100491, Jan. 2022, doi: 10.1016/j.ijans.2022.100491.\u003c/li\u003e\n\u003cli\u003eS. Roy, S. Thomas, and M. Joy, \u0026lsquo;Emotional Intelligence and Academic Stress among Undergraduate Students\u0026rsquo;, Jul. 2021, doi: 10.21275/SR21428230552.\u003c/li\u003e\n\u003cli\u003eH. B. A. Majeed, N. D. B. Sanuddin, and S. A. B. Mazlan, \u0026lsquo;Emotional Intelligence and Stress among University Students in The Situation of Covid-19\u0026rsquo;, \u003cem\u003eInternational Journal of Academic Research in Business and Social Sciences\u003c/em\u003e, vol. 13, no. 2, pp. 208\u0026ndash;218, Feb. 2023.\u003c/li\u003e\n\u003cli\u003eE. C. Khorasani, M. Ardameh, S. B. T. Sany, H. Tehrani, V. Ghavami, and M. Gholian-aval, \u0026lsquo;The influence of emotional intelligence on academic stress among medical students in Neyshabur, Iran\u0026rsquo;, \u003cem\u003eBMC Psychiatry\u003c/em\u003e, vol. 23, no. 1, p. 848, Nov. 2023, doi: 10.1186/s12888-023-05344-0.\u003c/li\u003e\n\u003cli\u003eManoj Kumar Sethi, \u0026lsquo;A study on the relationship between academic stress and emotional intelligence among undergraduate college students\u0026rsquo;, \u003cem\u003eInt. J. Sci. Res. Arch.\u003c/em\u003e, vol. 9, no. 1, pp. 350\u0026ndash;361, Jun. 2023, doi: c.\u003c/li\u003e\n\u003cli\u003eZ. Temi̇Rcan, \u0026lsquo;Exploring the Relationship Between Metacognition, Emotional Regulation and Perceived Stress Among College Students\u0026rsquo;, \u003cem\u003ePsikiyatride G\u0026uuml;ncel Yaklaşımlar\u003c/em\u003e, vol. 15, no. Supplement 1, pp. 110\u0026ndash;118, Dec. 2023, doi: 10.18863/pgy.1246718.\u003c/li\u003e\n\u003cli\u003eP. Pintrich, D. Smith, T. Duncan, and W. Mckeachie, \u0026lsquo;A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ)\u0026rsquo;, \u003cem\u003eAnn Arbor. Michigan\u003c/em\u003e, vol. 48109, p. 1259, Jan. 1991.\u003c/li\u003e\n\u003cli\u003eC. Satuf \u003cem\u003eet al.\u003c/em\u003e, \u0026lsquo;Perceived Emotional Intelligence Assessment \u0026ndash; The Portuguese Validation of Schutte\u0026rsquo;s Emotional Intelligence Scale (SEIS-P)\u0026rsquo;, \u003cem\u003eAval. Psicol.\u003c/em\u003e, vol. 19, no. 1, pp. 18\u0026ndash;28, Jan. 2020, doi: 10.15689/ap.2020.1901.14814.03.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;The-Schutte-Self-Report-Emotional-Intelligence-Test.pdf\u0026rsquo;. Accessed: Jan. 11, 2024. [Online]. Available: https://www.veritas-itc.com/wp-content/uploads/2020/12/The-Schutte-Self-Report-Emotional-Intelligence-Test.pdf\u003c/li\u003e\n\u003cli\u003eC. Iacolino \u003cem\u003eet al.\u003c/em\u003e, \u0026lsquo;The Role of Emotional Intelligence and Metacognition in Teachers\u0026rsquo; Stress during Pandemic Remote Working: A Moderated Mediation Model\u0026rsquo;, \u003cem\u003eEuropean Journal of Investigation in Health, Psychology and Education\u003c/em\u003e, vol. 13, no. 1, Art. no. 1, Jan. 2023, doi: 10.3390/ejihpe13010006.\u003c/li\u003e\n\u003cli\u003eD. Napitupulu, \u0026lsquo;Validity Testing of Technology Acceptance Model Based on Factor Analysis Approach\u0026rsquo;, \u003cem\u003eIndonesian Journal of Electrical Engineering and Computer Science\u003c/em\u003e, vol. 5, pp. 697\u0026ndash;704, Mar. 2017, doi: 10.11591/ijeecs.v5.i3.pp697-704.\u003c/li\u003e\n\u003cli\u003eD. Bedewy and A. Gabriel, \u0026lsquo;Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale\u0026rsquo;, \u003cem\u003eHealth Psychology Open\u003c/em\u003e, vol. 2, no. 2, p. 2055102915596714, Jul. 2015, doi: 10.1177/2055102915596714.\u003c/li\u003e\n\u003cli\u003eF. D. P. Fran\u0026ccedil;a and T. L. Dias, \u0026lsquo;Validity and Reliability of the Perceptions of Academic Stress Scale\u0026rsquo;, \u003cem\u003ePsicologia: Teoria e Pr\u0026aacute;tica\u003c/em\u003e, vol. 23, no. 1, 2021, Accessed: Jan. 15, 2024. [Online]. Available: https://www.redalyc.org/journal/1938/193874070014/html/\u003c/li\u003e\n\u003cli\u003eA. Pontes, V. Coelho, C. Peixoto, L. Meira, and H. Azevedo, \u0026lsquo;Academic Stress and Anxiety among Portuguese Students: The Role of Perceived Social Support and Self-Management\u0026rsquo;, \u003cem\u003eEducation Sciences\u003c/em\u003e, vol. 14, no. 2, Art. no. 2, Feb. 2024, doi: 10.3390/educsci14020119.\u003c/li\u003e\n\u003cli\u003eW. Ng, \u003cem\u003eEmpowering scientific literacy through digital literacy and multiliteracies\u003c/em\u003e. in Education in a competitive and globalizing world series. New York: Nova Science Publishers, 2012.\u003c/li\u003e\n\u003cli\u003eW. Ng, \u0026lsquo;Can we teach digital natives digital literacy?\u0026rsquo;, \u003cem\u003eComputers \u0026amp; Education\u003c/em\u003e, vol. 59, no. 3, pp. 1065\u0026ndash;1078, Nov. 2012, doi: 10.1016/j.compedu.2012.04.016.\u003c/li\u003e\n\u003cli\u003eJ.-J. Igartua and A. F. Hayes, \u0026lsquo;Mediation, Moderation, and Conditional Process Analysis: Concepts, Computations, and Some Common Confusions\u0026rsquo;, \u003cem\u003eThe Spanish Journal of Psychology\u003c/em\u003e, vol. 24, p. e49, Jan. 2021, doi: 10.1017/SJP.2021.46.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;Relationship between Emotional Intelligence and Academic Stress of University Students - ProQuest\u0026rsquo;. Accessed: Dec. 29, 2023. [Online]. Available: https://www.proquest.com/openview/ed19e13a6953907279cd235dba4ceeec/1?pq-origsite=gscholar\u0026amp;cbl=2030756\u003c/li\u003e\n\u003cli\u003eA. G. Mathew, \u0026lsquo;Emotional Intelligence and Academic Stress in Psychology and Non-Psychology Students\u0026rsquo;.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;Relationship between Emotional Intelligence and Academic Stress of Undergraduate Students\u0026rsquo;, \u003cem\u003eGlobal social sciences review\u003c/em\u003e, vol. VII, no. III, pp. 1\u0026ndash;9, Sep. 2022, doi: 10.31703/gssr.2022(vii-iii).01.\u003c/li\u003e\n\u003cli\u003eJ. Ksiksou, L. Maskour, and S. Alaoui, \u0026lsquo;The relationship between perceived stress and emotional intelligence in Moroccan nursing students\u0026rsquo;, \u003cem\u003eJournal of Education and Health Promotion\u003c/em\u003e, vol. 12, no. 1, p. 238, Jul. 2023, doi: 10.4103/jehp.jehp_1577_22.\u003c/li\u003e\n\u003cli\u003eM. S. Ullah, S. Akhter, M. A. Aziz, and M. Islam, \u0026lsquo;Social support: mediating the emotional intelligence-academic stress link\u0026rsquo;, \u003cem\u003eFront Psychol\u003c/em\u003e, vol. 14, p. 1218636, 2023, doi: 10.3389/fpsyg.2023.1218636.\u003c/li\u003e\n\u003cli\u003eS. S. Jahan, J. T. Nerali, A. D. Parsa, and R. Kabir, \u0026lsquo;Exploring the Association between Emotional Intelligence and Academic Performance and Stress Factors among Dental Students: A Scoping Review\u0026rsquo;, \u003cem\u003eDent J (Basel)\u003c/em\u003e, vol. 10, no. 4, p. 67, Apr. 2022, doi: 10.3390/dj10040067.\u003c/li\u003e\n\u003cli\u003eM. Zakirulla, M. M. Mustafa, S. N. Fageeh, A. A. Alghothimi, S. M. Kaleem, and M. Z. Kota, \u0026lsquo;Emotional intelligence and perceived stress among female dental students at King Khalid University, Saudi Arabia\u0026rsquo;, \u003cem\u003eNiger J Clin Pract\u003c/em\u003e, vol. 24, no. 2, pp. 262\u0026ndash;268, Feb. 2021, doi: 10.4103/njcp.njcp_241_20.\u003c/li\u003e\n\u003cli\u003eS. Jamil, S. Jamil, and M. S. Ullah, \u0026lsquo;Correlation between Emotional Intelligence and Academic Stress in Undergraduate Medical Students\u0026rsquo;, \u003cem\u003eHealth Professions Educator Journal\u003c/em\u003e, vol. 3, no. 2, Art. no. 2, May 2020, doi: 10.53708/hpej.v3i2.92.\u003c/li\u003e\n\u003cli\u003eY. Alpian, M. Syarif Sumantri, Yufiarti, S. W. Anggraeni, and A. L. Hananto, \u0026lsquo;Self-Concept, Logical Thinking Patterns, and Emotional Intelligence in Relation to Digital Literacy Ability\u0026rsquo;, \u003cem\u003eresmilitaris\u003c/em\u003e, vol. 12, no. 3, Art. no. 3, Nov. 2022.\u003c/li\u003e\n\u003cli\u003e\u0026lsquo;Relationship between academic stress and cyberloafing behavior among Psychology Department Students at Universitas Pendidikan Indonesia\u0026rsquo;, \u003cem\u003ePsikopedagogia: Jurnal Bimbingan dan Konseling\u003c/em\u003e, vol. 10, no. 2, pp. 89\u0026ndash;89, Jan. 2022, doi: 10.12928/psikopedagogia.v10i2.17602.\u003c/li\u003e\n\u003cli\u003eA. Drigas, C. Papoutsi, and C. Skianis, \u0026lsquo;Metacognitive and Metaemotional Training Strategies through the Nine-layer Pyramid Model of Emotional Intelligence\u0026rsquo;, \u003cem\u003eInternational Journal of Recent Contributions from Engineering, Science \u0026amp; IT (iJES)\u003c/em\u003e, vol. 9, no. 4, Art. no. 4, Dec. 2021, doi: 10.3991/ijes.v9i4.26189.\u003c/li\u003e\n\u003cli\u003eZ. Shafait, M. A. Khan, U. F. Sahibzada, Z. Dacko-Pikiewicz, and J. Popp, \u0026lsquo;An assessment of students\u0026rsquo; emotional intelligence, learning outcomes, and academic efficacy: A correlational study in higher education\u0026rsquo;, \u003cem\u003ePLOS ONE\u003c/em\u003e, vol. 16, no. 8, p. e0255428, Aug. 2021, doi: 10.1371/journal.pone.0255428.\u003c/li\u003e\n\u003cli\u003eG. Gunasekera, N. Liyanagamage, and M. Fernando, \u0026lsquo;The role of emotional intelligence in student-supervisor relationships: Implications on the psychological safety of doctoral students\u0026rsquo;, \u003cem\u003eThe International Journal of Management Education\u003c/em\u003e, vol. 19, no. 2, p. 100491, Jul. 2021, doi: 10.1016/j.ijme.2021.100491.\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Tables","content":"\u003cp\u003e\u003cstrong\u003eTable (1): Distribution of the studied students according to demographic data (n =240)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" width=\"653\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"73.35375191424195%\"\u003e\n \u003cp\u003e\u003cstrong\u003eSocio-demographic characteristics\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.32312404287902%\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.32312404287902%\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge (years)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e5.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003e18 \u0026ndash; 21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e193\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e80.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003e\u0026gt; 22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e33\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e13.75\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003eMin \u0026ndash; Max\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eMean \u0026plusmn; SD\u0026nbsp;\u003c/p\u003e\n \u003cp\u003eMedian \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"bottom\" width=\"26.64624808575804%\"\u003e\n \u003cp\u003e17.0 \u0026ndash; 33.0\u003c/p\u003e\n \u003cp\u003e19.96 \u0026plusmn; 2.31\u003c/p\u003e\n \u003cp\u003e20.0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"bottom\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003e\u003cstrong\u003eStudent Level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003eLevel 1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e105\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e43.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003eLevel 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e21.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003eLevel 3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e22.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003eLevel 4\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp; Gender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e12.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e240\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003e\u003cstrong\u003eDepartment\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003eNursing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e117\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e48.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003eGeneral Requirement Department\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e22.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003ePsychology\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e20.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" width=\"73.35375191424195%\"\u003e\n \u003cp\u003ePhysiotherapy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"13.32312404287902%\"\u003e\n \u003cp\u003e8.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" width=\"100%\"\u003e\n \u003cp\u003e\u003cstrong\u003eSD: Standard deviation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cstrong\u003eTable (2): Mean Percent Scores of Emotional Intelligence, Academic Stress, Digital Literacy, and Self-regulation (n = 240)\u003c/strong\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" width=\"664\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"bottom\" width=\"28.506787330316744%\"\u003e\n \u003cp\u003e\u003cstrong\u003eStudy Variables\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Score\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" width=\"13.72549019607843%\"\u003e\n \u003cp\u003e\u003cstrong\u003eLow (\u0026lt;33.3%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" width=\"20.361990950226243%\"\u003e\n \u003cp\u003e\u003cstrong\u003eModerate\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e(33.3 \u0026ndash; \u0026lt;66.6%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" width=\"15.082956259426847%\"\u003e\n \u003cp\u003e\u003cstrong\u003eHigh (\u0026ge;66.67%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"25.057471264367816%\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean \u0026plusmn; SD.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.114942528735632%\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.804597701149426%\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.494252873563218%\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"19.54022988505747%\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.494252873563218%\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo.\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"11.494252873563218%\"\u003e\n \u003cp\u003e\u003cstrong\u003e%\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"30.28846153846154%\"\u003e\n \u003cp\u003e\u003cstrong\u003eEmotional\u0026nbsp;Intelligence\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.46794871794872%\"\u003e\n \u003cp\u003e\u003cstrong\u003e66.12 \u0026plusmn;18.42\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.051282051282051%\"\u003e\n \u003cp\u003e\u003cstrong\u003e19\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.532051282051282%\"\u003e\n \u003cp\u003e\u003cstrong\u003e7.9\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e\u003cstrong\u003e76\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.621794871794872%\"\u003e\n \u003cp\u003e\u003cstrong\u003e31.7\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e\u003cstrong\u003e145\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e\u003cstrong\u003e60.4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"30.28846153846154%\"\u003e\n \u003cp\u003ePerception of Emotion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.46794871794872%\"\u003e\n \u003cp\u003e67.38 \u0026plusmn;19.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.051282051282051%\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.532051282051282%\"\u003e\n \u003cp\u003e7.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e70\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.621794871794872%\"\u003e\n \u003cp\u003e29.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e151\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e62.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"30.28846153846154%\"\u003e\n \u003cp\u003eManaging Own Emotions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.46794871794872%\"\u003e\n \u003cp\u003e66.49 \u0026plusmn;21.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.051282051282051%\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.532051282051282%\"\u003e\n \u003cp\u003e7.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e80\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.621794871794872%\"\u003e\n \u003cp\u003e33.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e141\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e58.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"30.28846153846154%\"\u003e\n \u003cp\u003eManaging Others\u0026apos; Emotions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.46794871794872%\"\u003e\n \u003cp\u003e65.68 \u0026plusmn;20.98\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.051282051282051%\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.532051282051282%\"\u003e\n \u003cp\u003e9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.621794871794872%\"\u003e\n \u003cp\u003e35.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e133\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e55.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"30.28846153846154%\"\u003e\n \u003cp\u003eUtilization of Emotion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.46794871794872%\"\u003e\n \u003cp\u003e63.92 \u0026plusmn;16.51\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.051282051282051%\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.532051282051282%\"\u003e\n \u003cp\u003e5.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e89\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.621794871794872%\"\u003e\n \u003cp\u003e37.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e137\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e57.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"30.28846153846154%\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcademic Stress\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.46794871794872%\"\u003e\n \u003cp\u003e\u003cstrong\u003e50.03 \u0026plusmn; 12.45\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.051282051282051%\"\u003e\n \u003cp\u003e\u003cstrong\u003e22\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.532051282051282%\"\u003e\n \u003cp\u003e\u003cstrong\u003e9.2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e\u003cstrong\u003e193\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.621794871794872%\"\u003e\n \u003cp\u003e\u003cstrong\u003e80.4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e\u003cstrong\u003e25\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.012820512820513%\"\u003e\n \u003cp\u003e\u003cstrong\u003e10.4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.506787330316744%\"\u003e\n \u003cp\u003eAcademic expectations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e54.51 \u0026plusmn;22.85\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.636500754147813%\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.088989441930618%\"\u003e\n \u003cp\u003e17.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e124\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.820512820512821%\"\u003e\n \u003cp\u003e51.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e30.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.506787330316744%\"\u003e\n \u003cp\u003eWorkload and Examinations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e50.09 \u0026plusmn; 11.31\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.636500754147813%\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.088989441930618%\"\u003e\n \u003cp\u003e6.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e215\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.820512820512821%\"\u003e\n \u003cp\u003e89.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.506787330316744%\"\u003e\n \u003cp\u003eStudents\u0026apos; academic self-perceptions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e46.98 \u0026plusmn; 14.96\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.636500754147813%\"\u003e\n \u003cp\u003e37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.088989441930618%\"\u003e\n \u003cp\u003e15.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e176\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.820512820512821%\"\u003e\n \u003cp\u003e73.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e11.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.506787330316744%\"\u003e\n \u003cp\u003e\u003cstrong\u003eDigital Literacy\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e\u003cstrong\u003e64.37 \u0026plusmn;22.10\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.636500754147813%\"\u003e\n \u003cp\u003e\u003cstrong\u003e18\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.088989441930618%\"\u003e\n \u003cp\u003e\u003cstrong\u003e7.5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e\u003cstrong\u003e102\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.820512820512821%\"\u003e\n \u003cp\u003e\u003cstrong\u003e42.5\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e\u003cstrong\u003e120\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e\u003cstrong\u003e50.0\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.506787330316744%\"\u003e\n \u003cp\u003eAttitude\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e63.72 \u0026plusmn;23.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.636500754147813%\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.088989441930618%\"\u003e\n \u003cp\u003e10.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.820512820512821%\"\u003e\n \u003cp\u003e37.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e124\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e51.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.506787330316744%\"\u003e\n \u003cp\u003eTechnical\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e64.48 \u0026plusmn;24.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.636500754147813%\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.088989441930618%\"\u003e\n \u003cp\u003e9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.820512820512821%\"\u003e\n \u003cp\u003e36.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e130\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e54.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.506787330316744%\"\u003e\n \u003cp\u003eCognitive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e67.03 \u0026plusmn;24.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.636500754147813%\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.088989441930618%\"\u003e\n \u003cp\u003e9.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.820512820512821%\"\u003e\n \u003cp\u003e34.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e135\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e56.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.506787330316744%\"\u003e\n \u003cp\u003eSocial\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e63.70 \u0026plusmn;24.11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.636500754147813%\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.088989441930618%\"\u003e\n \u003cp\u003e10.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e102\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.820512820512821%\"\u003e\n \u003cp\u003e42.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e114\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e47.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.506787330316744%\"\u003e\n \u003cp\u003e\u003cstrong\u003eSelf-regulation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.440422322775262%\"\u003e\n \u003cp\u003e\u003cstrong\u003e63.15 \u0026plusmn; 16.41\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"6.636500754147813%\"\u003e\n \u003cp\u003e\u003cstrong\u003e10\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.088989441930618%\"\u003e\n \u003cp\u003e\u003cstrong\u003e4.2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e\u003cstrong\u003e112\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.820512820512821%\"\u003e\n \u003cp\u003e\u003cstrong\u003e46.7\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e\u003cstrong\u003e118\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"7.541478129713424%\"\u003e\n \u003cp\u003e\u003cstrong\u003e49.2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e(\u003c/strong\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003cstrong\u003e):\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;Matrix of Correlation Between the Variables of the Study (n=240)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" width=\"610\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"26.39344262295082%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"12.459016393442623%\"\u003e\n \u003cp\u003e\u003cstrong\u003eEmotional\u0026nbsp;Intelligence\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.60655737704918%\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcademic Stress\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"15.573770491803279%\"\u003e\n \u003cp\u003e\u003cstrong\u003eDigital Literacy\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"19.34426229508197%\"\u003e\n \u003cp\u003e\u003cstrong\u003eSelf-regulation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.33446519524618%\"\u003e\n \u003cp\u003e\u003cstrong\u003eEmotional\u0026nbsp;Intelligence\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.903225806451612%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"14.091680814940577%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"16.129032258064516%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.0339558573854%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.33446519524618%\"\u003e\n \u003cp\u003e\u003cstrong\u003er\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"12.903225806451612%\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"14.091680814940577%\"\u003e\n \u003cp\u003e0.523*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.129032258064516%\"\u003e\n \u003cp\u003e0.779\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.0339558573854%\"\u003e\n \u003cp\u003e0.745\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"31.38401559454191%\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"16.179337231968812%\"\u003e\n \u003cp\u003e\u0026lt;0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"18.51851851851852%\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"23.00194931773879%\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.33446519524618%\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcademic Stress\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"4.753820033955857%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.129032258064516%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.0339558573854%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.0339558573854%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.33446519524618%\"\u003e\n \u003cp\u003e\u003cstrong\u003er\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.903225806451612%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"14.091680814940577%\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"16.129032258064516%\"\u003e\n \u003cp\u003e0.489*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"20.0339558573854%\"\u003e\n \u003cp\u003e0.405*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"31.818181818181817%\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.019762845849803%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd valign=\"top\" width=\"18.774703557312254%\"\u003e\n \u003cp\u003e\u0026lt;0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" width=\"23.320158102766797%\"\u003e\n \u003cp\u003e\u0026lt;0.001*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.33446519524618%\"\u003e\n \u003cp\u003e\u003cstrong\u003eDigital Literacy\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.903225806451612%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"14.091680814940577%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"16.129032258064516%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.0339558573854%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.33446519524618%\"\u003e\n \u003cp\u003e\u003cstrong\u003er\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.903225806451612%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"14.091680814940577%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"16.129032258064516%\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.0339558573854%\"\u003e\n \u003cp\u003e0.704\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"32.59109311740891%\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"15.384615384615385%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"16.80161943319838%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"23.88663967611336%\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.33446519524618%\"\u003e\n \u003cp\u003e\u003cstrong\u003eCognitive Self-regulation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.903225806451612%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"14.091680814940577%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"16.129032258064516%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"20.0339558573854%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.33446519524618%\"\u003e\n \u003cp\u003e\u003cstrong\u003er\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"12.903225806451612%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"14.091680814940577%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"16.129032258064516%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"20.0339558573854%\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"34.182590233545646%\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"16.13588110403397%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"17.62208067940552%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd valign=\"top\" width=\"20.169851380042463%\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003er: Pearson coefficient\u003c/p\u003e\n\u003cp\u003e*: Statistically significant at p \u0026le; 0.05\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable (4): Univariate Linear regression analysis for the impact of emotional intelligence on\u003c/strong\u003e \u003cstrong\u003eacademic stress,\u003c/strong\u003e \u003cstrong\u003edigital literacy, and cognitive self-regulation (n = 240)\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" width=\"662\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.54984894259819%\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e\u003cstrong\u003eR\u003csup\u003e2\u003c/sup\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.350453172205437%\"\u003e\n \u003cp\u003e\u003cstrong\u003eF (p)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e\u003cstrong\u003eB\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e\u003cstrong\u003eBeta\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e\u003cstrong\u003et\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e\u003cstrong\u003ep\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.069486404833835%\"\u003e\n \u003cp\u003e\u003cstrong\u003eB (LL \u0026ndash; UL 95%C.I)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.54984894259819%\"\u003e\n \u003cp\u003e\u003cstrong\u003eAcademic Stress\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e0.273\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.350453172205437%\"\u003e\n \u003cp\u003e89.551\u003csup\u003e*\u003c/sup\u003e\u003cbr\u003e(\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e1.419\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e0.523\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e9.463\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.069486404833835%\"\u003e\n \u003cp\u003e(1.124 \u0026ndash; 1.714)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.54984894259819%\"\u003e\n \u003cp\u003e\u003cstrong\u003eDigital Literacy\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e0.607\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.350453172205437%\"\u003e\n \u003cp\u003e368.055\u003csup\u003e*\u003c/sup\u003e\u003cbr\u003e(\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e1.261\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e0.779\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e19.185\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.069486404833835%\"\u003e\n \u003cp\u003e(1.132 \u0026ndash; 1.391)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"28.54984894259819%\"\u003e\n \u003cp\u003e\u003cstrong\u003eSelf-regulation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e0.555\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"14.350453172205437%\"\u003e\n \u003cp\u003e297.075\u003csup\u003e*\u003c/sup\u003e\u003cbr\u003e(\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e2.300\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e0.745\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e17.236\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"8.006042296072508%\"\u003e\n \u003cp\u003e\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.069486404833835%\"\u003e\n \u003cp\u003e(2.037 \u0026ndash; 2.563)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" width=\"100%\"\u003e\n \u003cp\u003eF, p: f and \u003cem\u003ep\u003c/em\u003e values for the model\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" width=\"100%\"\u003e\n \u003cp\u003eR\u003csup\u003e2\u003c/sup\u003e: Coefficient of determination\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" width=\"100%\"\u003e\n \u003cp\u003eB: Unstandardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" width=\"100%\"\u003e\n \u003cp\u003eBeta: Standardized Coefficients\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" width=\"100%\"\u003e\n \u003cp\u003et: t-test of significance\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" width=\"100%\"\u003e\n \u003cp\u003eCI Confidence interval, \u003cem\u003eLL\u003c/em\u003e Lower limit, \u003cem\u003eUL\u003c/em\u003e Upper Limit\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" width=\"100%\"\u003e\n \u003cp\u003e*: Statistically significant at p \u0026le; 0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable (5): A path analysis of direct and indirect effects of emotional intelligence on students\u0026rsquo; academic stress mediated by digital literacy and self-regulation.\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" width=\"700\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" width=\"21.571428571428573%\"\u003e\n \u003cp\u003e\u003cstrong\u003eRelationship\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"10.857142857142858%\"\u003e\n \u003cp\u003e\u003cstrong\u003eTotal Effect\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"10.857142857142858%\"\u003e\n \u003cp\u003e\u003cstrong\u003eDirect Effect\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"10.857142857142858%\"\u003e\n \u003cp\u003e\u003cstrong\u003eIndirect Effect\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" width=\"21.571428571428573%\"\u003e\n \u003cp\u003e\u003cstrong\u003e95% CI\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"10.857142857142858%\"\u003e\n \u003cp\u003e\u003cstrong\u003et\u0026ndash;statistics\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"13.428571428571429%\"\u003e\n \u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"50%\"\u003e\n \u003cp\u003e\u003cstrong\u003eLL\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"50%\"\u003e\n \u003cp\u003e\u003cstrong\u003eUL\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"21.540656205420827%\"\u003e\n \u003cp\u003e\u003cstrong\u003eEmotional Intelligence \u0026ndash;\u0026gt;\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eAcademic Stress \u0026ndash;\u0026gt; Digital Literacy\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"10.841654778887303%\"\u003e\n \u003cp\u003e0.193\u003cbr\u003e(t= 9.463\u003csup\u003e*\u003c/sup\u003e,\u003cbr\u003ep\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" width=\"10.841654778887303%\"\u003e\n \u003cp\u003e0.138\u003cbr\u003e(t=3.830\u003csup\u003e*\u003c/sup\u003e,\u003cbr\u003ep\u0026lt;0.001\u003csup\u003e*\u003c/sup\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.841654778887303%\"\u003e\n \u003cp\u003e0.062\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.841654778887303%\"\u003e\n \u003cp\u003e0.013\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.841654778887303%\"\u003e\n \u003cp\u003e0.116\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"10.841654778887303%\"\u003e\n \u003cp\u003e2.333\u003cbr\u003e\u0026nbsp;(Sig.)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.40941512125535%\"\u003e\n \u003cp\u003ePartial Mediation Complimentary\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd width=\"27.50455373406193%\"\u003e\n \u003cp\u003e\u003cstrong\u003eEmotional Intelligence \u0026ndash;\u0026gt;\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003eAcademic Stress \u0026ndash;\u0026gt; Cognitive Self-regulation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.843351548269581%\"\u003e\n \u003cp\u003e-0.007\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.843351548269581%\"\u003e\n \u003cp\u003e-0.057\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.843351548269581%\"\u003e\n \u003cp\u003e0.040\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"13.843351548269581%\"\u003e\n \u003cp\u003e0.286\u003cbr\u003e\u0026nbsp;(Not sig.)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd width=\"17.122040072859743%\"\u003e\n \u003cp\u003eNo\u003cbr\u003e\u0026nbsp;Mediation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" width=\"100%\"\u003e\n \u003cp\u003e\u003cem\u003eLL\u003c/em\u003e Lower limit, \u003cem\u003eUL\u003c/em\u003e Upper Limit\u003c/p\u003e\n \u003cp\u003e*: Statistically significant at p \u0026le; 0.05\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Emotional Intelligence, Digital Literacy, Self-Regulation, Academic stress, University students, Health care students","lastPublishedDoi":"10.21203/rs.3.rs-4045707/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4045707/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eAim: \u003c/strong\u003eTo assess emotional intelligence and academic stress among healthcare students and investigate the mediating role of students’ digital literacy and self-regulation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eBackground: \u003c/strong\u003eAcademic stress continues to be a prevalent issue affecting students' well-being and academic achievement in today's challenging educational environment. Furthermore, combining digital literacy and self-regulation enhances emotional intelligence, creating a holistic strategy called \"digitally regulated emotional intelligence\" to effectively reduce academic stress. This study emphasizes the significance of developing these abilities in educational settings to prepare students for success in a complex and technology-driven world.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e A cross-sectional study was conducted to examine correlations and describe quantitative data. 240 students' data was collected in the 2023-24 academic year from Fatima college of Health sciences. Pearson's correlation coefficient has been applied to assess the associations between variables, and univariate linear regression was employed to investigate the connections between emotional intelligence and pertinent variables. The Hayes Process Model 4 macro was used to study how students' digital literacy and self-regulation mediate the relationship between emotional intelligence and academic stress.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults: \u003c/strong\u003eThe emotional intelligence level, digital literacy, and self-regulation were high. Furthermore, the academic stress level was moderate. The mediation analysis revealed that the direct effect of emotional intelligence on academic stress in the presence of the mediators was significant (t=3.830*, p\u0026lt;0.001*). Hence, digital literacy partially mediated the relationship between emotional intelligence and academic stress. On the other hand, self-regulation had no mediation effect on the aforementioned relationship.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eThe study noted significant connections between study attributes, particularly showing the substantial relationship between emotional intelligence and academic stress. Higher emotional intelligence did not consistently reduce stress levels for moderately stressed students, suggesting that other factors may be influencing their stress levels. Furthermore, digital literacy was found to act as a mediator between emotional intelligence and academic stress, suggesting that proficient use of online resources could help reduce stress in students with advanced digital skills. Finally, self-regulation did not act as a mediator in the relationship between emotional intelligence and academic stress.\u003c/p\u003e","manuscriptTitle":"The Mediating Effect of Digital Literacy and Self-Regulation on the Relationship between Emotional Intelligence and Academic Stress among University Students: A Cross-Sectional Study.","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-03-11 10:45:25","doi":"10.21203/rs.3.rs-4045707/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9af2fb33-1717-425a-8585-4c7a358c19e2","owner":[],"postedDate":"March 11th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":29238879,"name":"Nursing"},{"id":29238880,"name":"Educational Psychology"}],"tags":[],"updatedAt":"2024-03-11T10:45:25+00:00","versionOfRecord":[],"versionCreatedAt":"2024-03-11 10:45:25","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-4045707","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4045707","identity":"rs-4045707","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}