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ORIGINAL RESEARCH article

Front. Psychiatry
Sec. Public Mental Health
Volume 15 - 2024 | doi: 10.3389/fpsyt.2024.1382881
This article is part of the Research Topic Cognitive and Mental Health Improvement Under- and Post-COVID-19 View all 33 articles

The Mediating Role of Emotional Intelligence Between Self-efficacy and Resilience in Chinese Secondary Vocational Students

Provisionally accepted
Ruichen Jiang Ruichen Jiang *
  • School of Teacher Education, Anqing Normal University, Anqing, Anhui Province, China

The final, formatted version of the article will be published soon.

    Purpose: This study aimed to explore the relationship between self-efficacy and resilience in Chinese secondary vocational students and examine the mediating effect of emotional intelligence.In June 2023, a cross-sectional survey was conducted in 282 Chinese students from three secondary vocational schools by using a voluntary and anonymous structured questionnaire, which included a general self-efficacy scale (GSES), emotional intelligence scale (EIS), and resilience scale (RS). The data were analyzed using SPSS 25.0 software and macro PROCESS.The scores of self-efficacy, emotional intelligence, and resilience of Chinese secondary vocational students were above the average level. Correlations among the self-efficacy, emotional intelligence, and resilience levels of students were significant. The analyses of mediating effect showed that emotional intelligence partially mediated the influence of self-efficacy on resilience of secondary vocational students.Self-efficacy was positively associated with resilience. Self-efficacy not only has a direct effect on the resilience of secondary vocational students but it also indirectly affects the resilience through the mediating role of emotional intelligence. These findings are beneficial for secondary vocational schools in preparing the school program to improve students' psychological resilience.

    Keywords: ：Secondary vocational students, self-efficacy, Emotional Intelligence, resilience, Survey

    Received: 06 Feb 2024; Accepted: 29 May 2024.

    Copyright: © 2024 Jiang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Ruichen Jiang, School of Teacher Education, Anqing Normal University, Anqing, 246011, Anhui Province, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.