Nurses are critical frontline at a covid-19 pandemic hospital, working around the clock, have exposed to the high risk of infection and in the meantime, they take care of their husband, children, parent, and others at home. They are in the stress working condition that they need to enhance cognitive ability to better coping with stress encountered at covid-19 pandemic hospitals. The present study proposed both the emotionally intelligent and growth mindset simultaneously used to improve nurse’s cognitive ability to be better coping with stressful working conditions. Precisely, a study investigates emotional intelligent outcomes of direct and indirect (through the growth mindset) impact better coping with stress working environment. The notion of indirect effect based on positive emotion theory proposed a positive emotion broaden an individual’s momentary thought-action repertoire, present study counseled is a growth mindset and the cognitive ability anticipated to produce better coping with stress working environment. Moreover, growing recognition how individuals regulate emotional experiences intriguing present study to investigate the moderating impact of experiential avoidance to the cognitive ability study and coping with stress. To test the idea, data will be collected from nurses at the covid-19 pandemic hospital. To minimize potential common method bias, data will be collected at two points in time separated by a four-week interval. The result of the present study anticipated to become one of the sources of reference for the government to prepare nurses to have a better cognitive ability to manage stress at pandemic hospital. Meanwhile, the contributes to the existing body of knowledge by establishing an unexplored indirect effect of emotional intelligence on coping stress through the mediation of growth mindset. In other words, the present study extends the existing literature on the emotional intelligent outcomes which are currently limited to work engagement, job performance, customer satisfaction, and student achievement. Meanwhile, the experiential avoidance appears to be a resistance factor of particular importance for understanding the phenomenology of coping with stress.
Asbury, K., Klassen, R., Bowyer-Crane, C., Kyriacou, C., & Nash, P. (2016). National differences in mindset among students who plan to be teachers. International Journal of School and Educational Psychology. https://doi.org/10.1080/21683603.2015.1075164
Baker, J. P., & Berenbaum, H. (2007). Emotional approach and problem-focused coping: A comparison of potentially adaptive strategies. Cognition and Emotion.
https://doi.org/10.1080/02699930600562276
Bardeen, J. R., Fergus, T. A., & Orcutt, H. K. (2013). Experiential Avoidance as a Moderator of the Relationship Between Anxiety Sensitivity and Perceived Stress. Behavior Therapy, 44(3), 459–469. https://doi.org/10.1016/j.beth.2013.04.001
Bjorklof, G. H., Engedal, K., Selbæk, G., Kouwenhoven, S. E., & Helvik, A. S. (2013). Coping and depression in old age: A literature review. Dementia and Geriatric Cognitive Disorders. https://doi.org/10.1159/000346633
Hourani, B. R., Litz, D., & Parkman, S. (2020). Emotional intelligence and school leaders: Evidence from Abu Dhabi. Educational Management Administration and Leadership. https://doi.org/10.1177/1741143220913552
Boyd, D. E. (2014). The Growth Mindset Approach?: A Threshold Concept in Course Redesign. Journal on Centers for Teaching and Learning, 6, 29–44.
Burnette, J. L., & Pollack, J. M. (2013). Implicit Theories of Work and Job Fit: Implications for Job and Life Satisfaction. Basic and Applied Social Psychology, 35(4), 360–372. https://doi.org/10.1080/01973533.2013.803964
Caniels, M. C. J., Semeijn, J. H., & Renders, I. H. M. (2018). Mind the mindset! The interaction of proactive personality, transformational leadership and growth mindset for engagement at work. Career Development International, 23(1), 48–66. https://doi.org/10.1108/CDI-11-2016-0194
Carver, C. S., & Connor-Smith, J. (2010). Personality and Coping. Annual Review of Psychology. https://doi.org/10.1146/annurev.psych.093008.100352
Cary, C., & Goleman, D. (2001). An EI-Based Theory of Performance. The Emotionally Intelligent Workplace, 27–44. https://doi.org/10.1017/CBO9781107415324.004
Cha, C., & Nock, M. (2009). Emotional intelligence is a protective factor for suicidal behavior. Journal of the American Academy of Child and Adolescent Psychiatry. https://doi.org/10.1097/CHI.0b013e3181984f44
Chen, J., & Guo, W. (2020). Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership. Educational Management Administration and Leadership, 48(1), 82–105. https://doi.org/10.1177/1741143218781066
Chen, P., Ellsworth, P. C., & Schwarz, N. (2015). Finding a Fit or Developing It: Implicit Theories About Achieving Passion for Work. Personality and Social Psychology Bulletin. https://doi.org/10.1177/0146167215596988
Cichy, R. F., Kim, S. H., & Cha, J. (2009). The relationship between emotional intelligence and contextual performance: Application to automated and vending service industry executives. Journal of Human Resources in Hospitality and Tourism, 8(2), 170–183. https://doi.org/10.1080/15332840802269809
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd Editio). Routledge.
Dhabhar, F. S. (2014). Effects of stress on immune function: The good, the bad, and the beautiful. Immunologic Research. https://doi.org/10.1007/s12026-014-8517-0
Dillman, D. A. (2007). Mail and internet surveys: The tailored design method. Wiley (2nd ed.).
Dweck, C. S. (1990). Self-theories and goals: their role in motivation, personality, and development. Nebraska Symposium on Motivation. Nebraska Symposium on Motivation, 38, 199–235. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/2130257
Dweck, C. S. (2006). Mindset: the new psychology of success. Choice Reviews Online. https://doi.org/10.5860/choice.44-2397
Ellis, P. D. (2010). Effect sizes and the interpretation of research results in international business. Journal of International Business Studies. https://doi.org/10.1057/jibs.2010.39
Extremera, N., & Fernandez-Berrocal, P. (2005). Perceived emotional intelligence and life satisfaction: Predictive and incremental validity using the Trait Meta-Mood Scale. Personality and Individual Differences. https://doi.org/10.1016/j.paid.2005.03.012
Gaudreau, P., & Blondin, J. P. (2002). Development of a questionnaire for the assessment of coping strategies employed by athletes in competitive sport settings. Psychology of Sport and Exercise. https://doi.org/10.1016/S1469-0292(01)00017-6
Geng, Y. (2018). Gratitude mediates the effect of emotional intelligence on subjective well-being: A structural equation modeling analysis. Journal of Health Psychology. https://doi.org/10.1177/1359105316677295
Han, S. J., & Stieha, V. (2020). Growth Mindset for Human Resource Development: A Scoping Review of the Literature with Recommended Interventions. Human Resource Development Review. https://doi.org/10.1177/1534484320939739
Heslin, P. A., & Keating, L. A. (2016). Stuck in the Muck? The Role of Mindsets in Self-Regulation When Stymied During the Job Search. Journal of Employment Counseling. https://doi.org/10.1002/joec.12040
Heslin, P. A., & VandeWalle, D. (2011). Performance appraisal procedural justice: The role of a manager’s implicit person theory. Journal of Management.
https://doi.org/10.1177/0149206309342895
Hoffman, E. (2017). Grit: The Power of Passion and Perseverance. Growth: The Journal of the Association for Christians in Student Development.
Hong, Y. Y., Dweck, C. S., Chiu, C. Y., Lin, D. M. S., & Wan, W. (1999). Implicit theories, attributions, and coping: A meaning system approach. Journal of Personality and Social Psychology. https://doi.org/10.1037/0022-3514.77.3.588
Karekla, M., & Panayiotou, G. (2011). Coping and experiential avoidance: Unique or overlapping constructs? Journal of Behavior Therapy and Experimental Psychiatry, 42(2), 163–170. https://doi.org/10.1016/j.jbtep.2010.10.002
Kashdan, T. B., Barrios, V., Forsyth, J. P., & Steger, M. F. (2006). Experiential avoidance as a generalized psychological vulnerability: Comparisons with coping and emotion regulation strategies. Behaviour Research and Therapy, 44(9), 1301–1320. https://doi.org/10.1016/j.brat.2005.10.003
Kashdan, T. B., Morina, N., & Priebe, S. (2009). Post-traumatic stress disorder, social anxiety disorder, and depression in survivors of the Kosovo War: Experiential avoidance as a contributor to distress and quality of life. Journal of Anxiety Disorders, 23(2), 185–196. https://doi.org/10.1016/j.janxdis.2008.06.006
Khosravi, P., Rezvani, A., & Ashkanasy, N. M. (2020). Emotional intelligence: A preventive strategy to manage destructive influence of conflict in large scale projects. International Journal of Project Management, 38(1), 36–46.
https://doi.org/10.1016/j.ijproman.2019.11.001
Kray, L. J., & Haselhuhn, M. P. (2007). Implicit Negotiation Beliefs and Performance: Experimental and Longitudinal Evidence. Journal of Personality and Social Psychology, 93(1), 49–64. https://doi.org/10.1037/0022-3514.93.1.49
Lietz, P. (2010). Research into questionnaire design: a summary of the literature. International Journal of Market Research, 52(2), 249. https://doi.org/10.2501/S147078530920120X
MacNeil, L., Esposito-Smythers, C., Mehlenbeck, R., & Weismoore, J. (2012). The effects of avoidance coping and coping self-efficacy on eating disorder attitudes and behaviors: A stress-diathesis model. Eating Behaviors. https://doi.org/10.1016/j.eatbeh.2012.06.005
Martinez, A., Piqueras, J., & Ingles, C. (2013). Relaciones entre inteligencia emocional y estrategias de afrontamiento ante el estrés. Revista Electrónica de Motivación.
Mc Evoy, J. (2006). An investigation in to the effect of emotional intelligence on individual performance at work and career advancement, (May). Retrieved from http://www.iitd.ie/Portals/0/Education/An Investigation into the effect on Emotional Intelligence.pdf
Merida-Lopez, S., Bakker, A. B., & Extremera, N. (2019). How does emotional intelligence help teachers to stay engaged? Cross-validation of a moderated mediation model. Personality and Individual Differences, 151(March), 109393.
https://doi.org/10.1016/j.paid.2019.04.048
Murphy, M. C., & Dweck, C. S. (2016). Mindsets shape consumer behavior. Journal of Consumer Psychology. https://doi.org/10.1016/j.jcps.2015.06.005
Nafukho, F. M. (2009). Emotional intelligence and performance: Need for additional empirical evidence. Advances in Developing Human Resources, 11(6), 671–689.
https://doi.org/10.1177/1523422309360838
O’Neill, S. C., Cohen, L. H., Tolpin, L. H., & Gunthert, C. K. (2004). Affective reactivity to daily interpersonal stressors as a prospective predictor of depressive symptoms. Journal of Social and Clinical Psychology. https://doi.org/10.1521/jscp.23.2.172.31015
Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of Method Bias in Social Science Research and Recommendations on How to Control It. Annual Review of Psychology. https://doi.org/10.1146/annurev-psych-120710-100452
Soper, D. S. (2020). A-priori Sample Size Calculator for Multiple Regression [Software]. https://doi.org/Available from http://www.danielsoper.com/statcalc
Spinhoven, P., Drost, J., De Rooij, M., Van Hemert, A. M., & Penninx, B. W. (2014). A Longitudinal Study of Experiential Avoidance in Emotional Disorders. Behavior Therapy, 45(6), 840–850. https://doi.org/10.1016/j.beth.2014.07.001
Stopher, P. (2011). Collecting, managing, and assessing data using sample surveys. Cambridge University Press. Cambridge: Cambridge University Press.
https://doi.org/10.1017/CBO9780511977893
Velasco, C., Fernandez, I., Paez, D., & Campos, M. (2006). Perceived emotional intelligence, alexithymia, coping and emotional regulation. Psicothema.
Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. Leadership Quarterly. https://doi.org/10.1016/S1048-9843(02)00099-1
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist. https://doi.org/10.1080/00461520.2012.722805.
In-Text Citation: (Bustaman et al., 2022)
To Cite this Article: Bustaman, H. A., Baharudin, M. H., Halim, A. F. A., Zubir, A. M., & Ramzi, M. I. (2022). Understanding Nurse’s Cognitive Ability in Coping with Stressful Working Environment and the Experiential Avoidance Aggravate the Process. International Journal of Academic Research in Business and Social Sciences, 12(8), 1194– 1205.
Copyright: © 2022 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
