I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA
Stress negatively affects the well-being and the quality of life of the society. Specifically in the academic context, it is relevant to analyze its levels due to its impact on performance and learning. There are factors that affect the said stress including, among others, self-efficacy, and emotion...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-03-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00295/full |
| _version_ | 1818312113653809152 |
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| author | Diego Navarro-Mateu Lucía Alonso-Larza María Teresa Gómez-Domínguez Vicente Prado-Gascó Selene Valero-Moreno |
| author_facet | Diego Navarro-Mateu Lucía Alonso-Larza María Teresa Gómez-Domínguez Vicente Prado-Gascó Selene Valero-Moreno |
| author_sort | Diego Navarro-Mateu |
| collection | DOAJ |
| description | Stress negatively affects the well-being and the quality of life of the society. Specifically in the academic context, it is relevant to analyze its levels due to its impact on performance and learning. There are factors that affect the said stress including, among others, self-efficacy, and emotional intelligence. The purpose of this study is to analyze how emotional intelligence and perceived self-efficacy affect student stress. In order to show this influence, two complementary methodologies are implemented: the structural equation models (SEMs) and the comparative qualitative analysis (QCA). A total of 477 students (85% of women) from a private University of Valencia participated in the study, with ages ranging from 18 to 53 years old (M = 21.57, SD = 3.68). The assessment instruments used were as follows: Emotional Intelligence Scale (TMMS-24) to measure emotional intelligence; General Self-Efficacy Scale (GSS) to measure self-efficacy; and Perceived Stress Scale (PSS) to measure stress. The results in the SEM endorse the hypotheses that emotional clarity and self-efficacy are negatively related to stress and positively related to emotional attention (EA), explaining 25% of the variance. The QCA results show that none of the variables is a necessary condition for inducing stress. Nevertheless, different combinations of these variables are sufficient conditions to explain 35% of the high stress levels. The most important combination over high stress levels seems to be the interaction between high levels of EA and low levels of self-efficacy. Regarding the low levels of perceived stress, there are sufficient conditions to explain 50% of them. Mainly, the most important interaction is between low levels of self-efficacy and low levels of EA. The comparison of both methodologies enables the broadening of new horizons at the methodological level applicable to different contexts. |
| first_indexed | 2024-12-13T08:12:41Z |
| format | Article |
| id | doaj.art-8a35bbb352cb42f9a91a706e02da161e |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-13T08:12:41Z |
| publishDate | 2020-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8a35bbb352cb42f9a91a706e02da161e2022-12-21T23:54:11ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-03-011110.3389/fpsyg.2020.00295504792I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCADiego Navarro-Mateu0Lucía Alonso-Larza1María Teresa Gómez-Domínguez2Vicente Prado-Gascó3Selene Valero-Moreno4Department of Educational Psychology and Special Educational Needs, Faculty of Psychology, Teaching and Educational Sciences, Catholic University of Valencia, Valencia, SpainDepartment of Educational Psychology and Special Educational Needs, Faculty of Psychology, Teaching and Educational Sciences, Catholic University of Valencia, Valencia, SpainDepartment of Educational Psychology and Special Educational Needs, Faculty of Psychology, Teaching and Educational Sciences, Catholic University of Valencia, Valencia, SpainDepartment of Social Psychology, Faculty of Psychology, University of Valencia, Valencia, SpainDepartment of Personality, Assessment and Psychological Treatments, Faculty of Psychology, University of Valencia, Valencia, SpainStress negatively affects the well-being and the quality of life of the society. Specifically in the academic context, it is relevant to analyze its levels due to its impact on performance and learning. There are factors that affect the said stress including, among others, self-efficacy, and emotional intelligence. The purpose of this study is to analyze how emotional intelligence and perceived self-efficacy affect student stress. In order to show this influence, two complementary methodologies are implemented: the structural equation models (SEMs) and the comparative qualitative analysis (QCA). A total of 477 students (85% of women) from a private University of Valencia participated in the study, with ages ranging from 18 to 53 years old (M = 21.57, SD = 3.68). The assessment instruments used were as follows: Emotional Intelligence Scale (TMMS-24) to measure emotional intelligence; General Self-Efficacy Scale (GSS) to measure self-efficacy; and Perceived Stress Scale (PSS) to measure stress. The results in the SEM endorse the hypotheses that emotional clarity and self-efficacy are negatively related to stress and positively related to emotional attention (EA), explaining 25% of the variance. The QCA results show that none of the variables is a necessary condition for inducing stress. Nevertheless, different combinations of these variables are sufficient conditions to explain 35% of the high stress levels. The most important combination over high stress levels seems to be the interaction between high levels of EA and low levels of self-efficacy. Regarding the low levels of perceived stress, there are sufficient conditions to explain 50% of them. Mainly, the most important interaction is between low levels of self-efficacy and low levels of EA. The comparison of both methodologies enables the broadening of new horizons at the methodological level applicable to different contexts.https://www.frontiersin.org/article/10.3389/fpsyg.2020.00295/fullstressself-efficacyemotional intelligencequalitative comparative analysisstructural equation models |
| spellingShingle | Diego Navarro-Mateu Lucía Alonso-Larza María Teresa Gómez-Domínguez Vicente Prado-Gascó Selene Valero-Moreno I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA Frontiers in Psychology stress self-efficacy emotional intelligence qualitative comparative analysis structural equation models |
| title | I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA |
| title_full | I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA |
| title_fullStr | I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA |
| title_full_unstemmed | I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA |
| title_short | I’m Not Good for Anything and That’s Why I’m Stressed: Analysis of the Effect of Self-Efficacy and Emotional Intelligence on Student Stress Using SEM and QCA |
| title_sort | i m not good for anything and that s why i m stressed analysis of the effect of self efficacy and emotional intelligence on student stress using sem and qca |
| topic | stress self-efficacy emotional intelligence qualitative comparative analysis structural equation models |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.00295/full |
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