Psychological Difficulties of Nursing Students – Is There a Difference on Various Levels of Study?

The research of students adapting to university life, difficulties in coping with the academic demands, and personal problems students face during their study is important for a better understanding of their needs in order to prevent possible mental health problems in the student population and increase the overall quality of study. When researching the difficulties that students face, one of the important factors to be taken into account is the type of study, for instance whether they study full or part time. Since nursing students represent the largest student population at the University of Applied Health Sciences in Zagreb, Croatia, we investigated the differences in the perceived difficulties during studying between full-time undergraduate nursing students and part-time specialist graduate nursing students, most of whom already work as professional nurses. In a sample of 231 participants, there were 143 undergraduate students with the average age of 26.38 years (90.2% females) and 88 specialist graduate students with the average age of 37.52 years (95.5% females). We examined the frequency of 62 difficulties that students may encounter during their study using a survey by the Student Counselling Centre at the Faculty of Philosophy in Zagreb. On average, nursing students perceived 12 difficulties. The most frequent difficulties all students struggle with are nervousness or tension, financial problems, fear of failure, inefficient time management, insecurity, and changes in eating habits. There is no significant difference in the total frequency of perceived difficulties between undergraduate and graduate students but we found significant differences between these two groups in the number of students who encountered particular difficulties regarding 13 issues. Undergraduate students face problems with roommates and problems in communication with professors more often than graduate students, while graduate students struggle the most with financial problems and adapting to the study regime. When faced with problems, 65.4% of all students would seek free psychological counselling. Graduate students and students who perceive more difficulties are more willing to seek psychological support

GUEST EDITORS\u27 NOTE

This thematic issue of the journal Psychological Topics is dedicated to emotional intelligence. Twenty-five years after the concept of emotional intelligence was introduced, it still captures the attention of scholars, practitioners, educators, and the public alike. Questions regarding how EI should be defined and measured, with different approaches both to theory and measurement, are still relevant. Emotional intelligence is usually analysed from two different perspectives – the ability models or mixed models. While the ability models focus on an individual\u27s mental abilities to apply information provided by emotions for the improvement of cognitive processing, mixed models conceptualize EI as the combination of mental abilities, stable behavioural traits and personality variables. This volume presents theoretical and empirical papers that address a variety of topics. Two review papers cover new and important themes: the mechanisms of emotional intelligence using a computational approach, and the question on how to transversely develop emotional intelligence through school subjects. Research papers investigate several topics: the relationships between measures of EI and transformational leadership; the effect of the implicit theories of EI and of ability and trait EI on students’ academic achievement; the relationship between perceived emotional intelligence, burnout, work engagement, and job satisfaction in Italian schoolteachers; the developmental changes in EI abilities during early adolescence; and the effects of short-term emotional intelligence training on preschool teachers. Four papers are dedicated to methodological themes: dealing with an ongoing problem of EI measurement, especially its cross-cultural effects: comparing differential item functioning procedure in traditional back translation of the questionnaire with the native translator version; measurement invariance of the Interpersonal and Intrapersonal Emotional Competence Questionnaire across five different countries (Slovenia, Russia, Croatia, India, and the Czech Republic); the psychometric properties of the Vocabulary of Emotions Test (VET) in Serbian context; construction and validation of the Emotional Skills and Competence Questionnaire – Children’s form (ESCQ-C). We hope that this special issue will broaden knowledge in this field and raise further questions about emotional intelligence construct. We would like to express our sincere gratitude to all the authors who contributed to this thematic issue, and to academic reviewers. We also thank editor-in-chief and editorial board for their support and assistance

Emotional regulation and control questionnaire: factore structure

Osnovni cilj rada bio je provjeriti faktorsku valjanost preliminarne verzije Upitnika emocionalne regulacije i kontrole (ERIK; Takšić, 1998; Takšić, 2000). Na razlićitim uzorcima ispitanika (podijeljenih prema spolu i obrazovanju) konfirmatornom faktorskom analizom testirani su razlićiti modeli o faktorskoj strukturi Upitnika: jednofaktorski, dvofaktorski i trofaktorski. Slaganje rezultata s teorijskim postavkama modela usporedilo se standardnim indeksima GFI i AGFI, a odstupanje od modela pomoću ć2, ć2/ df i RMSEA. Koristio se i kriterij po kojem bi pojedine dimenzije Upitnika morale imati zadovoljavajuće pouzdanosti (Cronbach ćć 0.70). U zakljućku provedenih analiza moguće je dati odrećene preporuke za korištenje Upitnika ERIK. Model s jednim faktorom uglavnom zadovoljava kriterije i ima relativno zadovoljavajuću unutrašnju konzistenciju. Najbolje indekse slaganja pokazao je model strukture s tri faktora, ali se jasno i kroz sve uzorke pokazao problem slabe pouzdanosti trećeg, ali i u većini uzoraka drugog faktora. Zbog toga se dobrim pokazao prijedlog strukture s dva faktora, nastao spajanjem prvog i trećeg faktora u jedan. Korištenje ove solucije naroćito se preporuća u uzorcima starijih ispitanika, gdje je pouzdanost oba faktora zadovoljavajuća. Oćito je da veće iskustvo doprinosi boljem razlikovanju odnosa prema vlastitim emocijama, kao i razlićitih emocionalnih reakcija. Potrebno bi bilo u budućnosti ispitati odnos Skale emocionalne regulacije i kontrole (ERIK) sa slićnim konstruktima, kao i mogućnosti prognoze realno postojećih kriterija, gdje bi se utvrdila opravdanost zadržavanja više dimenzija Upitnika.The aim of present study was to examine factor validity of the preliminary version of Emotional Regulation and Control Questionnaire (ERIK; Takši_, 1998; Takši_, 2000). Different models of factor structure of ERIK (one-, two-, or three-factors) were tested using confirmatory factor analysis in various samples, respecting the gender and educational level of participants. The congruency of the models with obtained data was compared using standard goodness-of-fit indexes (GFI and AGFI), and the difference was tested by _2, _2/ df and RMSEA. Also, satisfactory reliability of certain dimensions (factors) of the Questionnaire was used as a criterion (Cronbach __ 0.70). The results were shown as follows: a) one-factor model satisfies all the criteria, b) three-factor model has the best goodness-of-fit indexes, but the problem of weak reliability of the third factor emerged in every sample, and for the second factor in majority of the samples, c) suggestion to merge the first and the third factors (appeared in the two-factor model) seems promising, but only for more educated and maturated participants. The analysis of variance has shown that greater experience (and educational level) about one’s own emotions and emotional reactions brings better regulation and control over negative emotions, and allow better differentiation among dimensions (factors)

GUEST EDITORS\u27 NOTE

This thematic issue of the journal Psychological Topics is dedicated to emotional intelligence. Twenty-five years after the concept of emotional intelligence was introduced, it still captures the attention of scholars, practitioners, educators, and the public alike. Questions regarding how EI should be defined and measured, with different approaches both to theory and measurement, are still relevant. Emotional intelligence is usually analysed from two different perspectives – the ability models or mixed models. While the ability models focus on an individual\u27s mental abilities to apply information provided by emotions for the improvement of cognitive processing, mixed models conceptualize EI as the combination of mental abilities, stable behavioural traits and personality variables. This volume presents theoretical and empirical papers that address a variety of topics. Two review papers cover new and important themes: the mechanisms of emotional intelligence using a computational approach, and the question on how to transversely develop emotional intelligence through school subjects. Research papers investigate several topics: the relationships between measures of EI and transformational leadership; the effect of the implicit theories of EI and of ability and trait EI on students’ academic achievement; the relationship between perceived emotional intelligence, burnout, work engagement, and job satisfaction in Italian schoolteachers; the developmental changes in EI abilities during early adolescence; and the effects of short-term emotional intelligence training on preschool teachers. Four papers are dedicated to methodological themes: dealing with an ongoing problem of EI measurement, especially its cross-cultural effects: comparing differential item functioning procedure in traditional back translation of the questionnaire with the native translator version; measurement invariance of the Interpersonal and Intrapersonal Emotional Competence Questionnaire across five different countries (Slovenia, Russia, Croatia, India, and the Czech Republic); the psychometric properties of the Vocabulary of Emotions Test (VET) in Serbian context; construction and validation of the Emotional Skills and Competence Questionnaire – Children’s form (ESCQ-C). We hope that this special issue will broaden knowledge in this field and raise further questions about emotional intelligence construct. We would like to express our sincere gratitude to all the authors who contributed to this thematic issue, and to academic reviewers. We also thank editor-in-chief and editorial board for their support and assistance

Emotional regulation and control questionnaire: factore structure

Osnovni cilj rada bio je provjeriti faktorsku valjanost preliminarne verzije Upitnika emocionalne regulacije i kontrole (ERIK; Takšić, 1998; Takšić, 2000). Na razlićitim uzorcima ispitanika (podijeljenih prema spolu i obrazovanju) konfirmatornom faktorskom analizom testirani su razlićiti modeli o faktorskoj strukturi Upitnika: jednofaktorski, dvofaktorski i trofaktorski. Slaganje rezultata s teorijskim postavkama modela usporedilo se standardnim indeksima GFI i AGFI, a odstupanje od modela pomoću ć2, ć2/ df i RMSEA. Koristio se i kriterij po kojem bi pojedine dimenzije Upitnika morale imati zadovoljavajuće pouzdanosti (Cronbach ćć 0.70). U zakljućku provedenih analiza moguće je dati odrećene preporuke za korištenje Upitnika ERIK. Model s jednim faktorom uglavnom zadovoljava kriterije i ima relativno zadovoljavajuću unutrašnju konzistenciju. Najbolje indekse slaganja pokazao je model strukture s tri faktora, ali se jasno i kroz sve uzorke pokazao problem slabe pouzdanosti trećeg, ali i u većini uzoraka drugog faktora. Zbog toga se dobrim pokazao prijedlog strukture s dva faktora, nastao spajanjem prvog i trećeg faktora u jedan. Korištenje ove solucije naroćito se preporuća u uzorcima starijih ispitanika, gdje je pouzdanost oba faktora zadovoljavajuća. Oćito je da veće iskustvo doprinosi boljem razlikovanju odnosa prema vlastitim emocijama, kao i razlićitih emocionalnih reakcija. Potrebno bi bilo u budućnosti ispitati odnos Skale emocionalne regulacije i kontrole (ERIK) sa slićnim konstruktima, kao i mogućnosti prognoze realno postojećih kriterija, gdje bi se utvrdila opravdanost zadržavanja više dimenzija Upitnika.The aim of present study was to examine factor validity of the preliminary version of Emotional Regulation and Control Questionnaire (ERIK; Takši_, 1998; Takši_, 2000). Different models of factor structure of ERIK (one-, two-, or three-factors) were tested using confirmatory factor analysis in various samples, respecting the gender and educational level of participants. The congruency of the models with obtained data was compared using standard goodness-of-fit indexes (GFI and AGFI), and the difference was tested by _2, _2/ df and RMSEA. Also, satisfactory reliability of certain dimensions (factors) of the Questionnaire was used as a criterion (Cronbach __ 0.70). The results were shown as follows: a) one-factor model satisfies all the criteria, b) three-factor model has the best goodness-of-fit indexes, but the problem of weak reliability of the third factor emerged in every sample, and for the second factor in majority of the samples, c) suggestion to merge the first and the third factors (appeared in the two-factor model) seems promising, but only for more educated and maturated participants. The analysis of variance has shown that greater experience (and educational level) about one’s own emotions and emotional reactions brings better regulation and control over negative emotions, and allow better differentiation among dimensions (factors)

THE IMPORTANCE OF EMOTIONAL INTELLIGENCE IN EXPLANATION OF PEER VIOLENCE PROBLEMS

Cilj ovoga istraživanja bio je ispitati potencijalne prediktore vršnjačkoga nasilja i vršnjačke viktimizacije. Uz kontrolu demografskih varijabli (rod, dob) cilj je bio provjeriti koliko dobro emocionalna inteligencija predviđa pojavu vršnjačkoga nasilje i vršnjačke viktimizacije. U tu su svrhu na uzorku od 176 učenika od petoga do osmoga razreda osnovne škole (51, 1 % dječaka i 48, 9 % djevojčica) primijenjeni Upitnik o nasilju među školskom djecom (UNŠD) i Upitnik emocionalne regulacije i kontrole (UERK). Najznačajnijim prediktorom vršnjačkoga nasilja pokazala se emocionalna inteligencija, a značajnim prediktorima pokazale su se i varijable broj braće i sestara, dob i rod. Emocionalna inteligencija, osjećaj odbačenosti od vršnjaka te broj braće i sestara pokazali su se podjednako važnima za objašnjenje vršnjačke viktimizacije

Psychometric Properties of the Emotional Skills and Competence Questionnaire for Teachers

The Emotional Skills and Competence Questionnaire, as an emotional intelligence self-report measure, is based on the theoretical framework of the Mayer-Salovey emotional intelligence model and presents good psychometric properties in a crosscultural setting. Different studies showed that emotional intelligence has a positive impact on teachers’ work. So, the present study aimed to analyze the psychometric proprieties of the Emotional Skills and Competence Questionnaire adapted for teachers. A sample of 843 teachers from Portuguese schools (1st to 12th grades) was used. The scale was back-translated, adapt and participants completed a battery of questionnaires: The Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T), and the Teacher Sense of Efficacy Scale. Statistical analysis included structural equation modeling, and results showed a good fit with the original factor structure, a robust reliability coefficient, and good psychometric validity for ESCQ-T. Also, relationships with teacher efficacy were found. So, the results suggested that it is a valid measure for assessing teachers’ emotional skills and emotional competence. In conclusion, the ESCQ-T demonstrated adequate psychometric properties and can be used to assess teachers’ emotional skills and emotional competence

The structure of dimensions of mood

Raspoloženje se definira kao difuzno afektivno stanje koje se najčešće doživljava kao promjena u subjektivnom doživljaju. Obično je niskoga intenziteta i dužega trajanja (Russell, 2003). Iako postoji konsenzus među autorima kako se raspoloženje najbolje ispituje mjerama samoprocjene (O′Connor, 2004), nije postignut dogovor oko broja različitih dimenzija raspoloženja ili njihovih naziva. Dvodimenzionalne strukture raspoloženja naglašavaju postojanje dviju dimenzija prema kojima se organiziraju raspoloženja (Diener i Iran-Nejad, 1986; Russell i Carroll, 1999a; Watson i Tellegen, 1985), dok višefaktorski modeli nastoje identificirati nekoliko dimenzija ili klastera. Cilj je istraživanja bio provjeriti jačinu izvora varijabiliteta dimenzija ugoda/neugoda i aktivacija unutar konstrukta raspoloženja. Listu od 88 raspoloženja ispunilo je 276 studenata raznih odjela Sveučilišta u Zadru. Na listi su trebali označiti čestinu javljanja različitih raspoloženja u posljednjih nekoliko mjeseci. Faktorskom analizom podataka dobivene su dvije različite faktorske strukture raspoloženja u zavisnosti o tipu rotacije faktorskih osi. U početku analize (nerotirana struktura) izlučen je faktor ugoda/neugoda, a nakon njega faktor aktivacije. Nakon rotacije faktorskih osi u dvodimenzionalnom prostoru, raspoloženja se raspoređuju na dimenzijama ugode i neugode, a gubi se efekt dimenzije aktivacije. Rezultati su komentirani obzirom na dva kompetitivna modela raspoloženja: Watsonov i Tellegenov (1985) koji naglašava odvojenost i nezavisnost pozitivnih i negativnih raspoloženja, te Russellov i Carrollov (1995a), koji naglašava ortogonalnost i bipolarnost dviju dimenzija raspoloženja (hedonskog tona i aktivacije).Mood can be defined as a diffuse affective state, most frequently experienced as change in subjective status. It is usually low in intensity and longer in duration (Russell, 2003). Although there is consensus among authors that the best way to measure mood is by self-report measures (O′Connor, 2004), researchers still disagree on a number of different mood dimensions or their names. Dimensional mood models emphasize two dimensions on which to organize mood (Diener and Iran-Nejad, 1986; Russell and Carroll, 1999a; Watson and Tellegen, 1985), while multi-factorial models try to identify the several dimensions or clusters. The aim of the present research was to examine the source of variability in the dimensions pleasant/unpleasant and activation within the mood construct. A total sample of 276 students from different departments at the University of Zadar filled out a list containing 88 mood adjectives. Students had to mark how frequently they had experienced the different mood states in the past few months. A factor analysis of the given data revealed two different factor structures, depending on the given method of rotation. An unrotated factor analysis extracted two significant factors: pleasant/unpleasant and then activation. After rotation of the factor axis the mood adjectives are allocated into two dimensions (pleasant and unpleasant), while the effect of activation is diminished. The results are discussed in the light of two competitive mood models: the one proposed by Watson and Tellegen (1985) which emphasizes autonomy and independence of positive and negative affects, and a second proposed by Russell and Carroll (1995a) which emphasizes the orthogonality and bipolarity of two mood dimensions (valence and activation)