Correlation of Academic Emotion and Hardiness Personality of Undergraduate Nursing Students

Abstract

Abstract Background: Academic emotion is a fundamental emotional concept closely linked to academic achievement. Understanding the connection between academic emotion and the personality trait of hardiness is pivotal in maintaining a stable career orientation throughout one's educational journey. Therefore, in pursuit of fostering the robust growth of nursing careers, it is imperative to delve into the academic emotions experienced by undergraduate nursing students. This study endeavors to mitigate the impact of gender differences among nursing students while investigating the intricate relationship between academic emotions and the trait of hardiness in their personalities. Methods: This study employed a cross-sectional research design. We gathered data from a convenient sample of 292 nursing students enrolled at XX University of Traditional Chinese Medicine. Each student provided demographic information and responded to a general academic mood questionnaire, as well as a hardiness Personality Rating Scale. Subsequently, we used canonical correlation analysis to evaluate the correlation between academic emotion and tenacity personality in 292 undergraduate nursing students. Results: We discovered that academic emotions among nursing students are predominantly characterized by feelings of disappointment and boredom. Furthermore, personality hardiness is primarily influenced by the dimensions of engagement and control. It is important to note that a heightened level of negative, low-arousal academic emotions can diminish the level of engagement. The first typical correlation coefficients corresponding to academic emotion and hardiness were 0.660. The linear combination of standardized variables of the first typical variable corresponding to academic emotion (X1) = -0.444*negative hyperarousal -0.443 * positive hyperarousal + 0.694 * negative hypoarousal -0.260 * positive hypoarousal. The standardized variable equation of the first typical variable corresponding to hardiness personality (η1) = 0.235* hardiness -0.433* control -0.530* investment -0.303* challenge. Conclusions: The collective academic emotions experienced by nursing students tend to lean towards negativity with lower arousal levels. Additionally, there is a prevailing perception among them that the amount of effort they invest is often disproportionate to the rewards they receive. These feelings of inequity can significantly undermine their academic emotions. These findings offer valuable insights for nursing educators, highlighting the importance of focusing on enhancing nursing students' academic interests and aiding them in selecting suitable career paths within the nursing profession.