Investigating the Relationship between Emotional Intelligence, Rumination, and Academic Resilience in Undergraduate Nursing Students: A cross-sectional study

Background Experiencing multiple stressors during their studies can lead nursing students to rumination and decreased academic resilience. Emotional intelligence is considered an influential factor in adapting to stress and improving academic performance. Aim This study aimed to determine the relationship between emotional intelligence, rumination, and academic resilience in nursing students. Method This descriptive-analytical study was conducted in 2024 on 153 nursing students from semesters 2 to 8 at Semnan University of Medical Sciences. Data collection tools included the Bradbury and Graves Emotional Intelligence Questionnaire, the Nolen-Hoeksema Response Style Questionnaire for rumination, and the Samuels Academic Resilience Scale. Data were analyzed using descriptive and inferential statistical tests (ANOVA, independent t-test, and Pearson correlation) with SPSS version 26. Results The results showed that the mean emotional intelligence score of nursing students was high, while rumination and academic resilience were at moderate levels. There was a significant difference between academic semester and rumination (P = 0.005), as well as academic semester and academic resilience (P = 0.021). Academic resilience had a significant inverse relationship with rumination (r = -0.352, P < 0.001). However, no statistically significant relationship was found between emotional intelligence and the two variables of rumination and academic resilience. Conclusion While emotional intelligence did not have a direct effect on rumination and academic resilience, the findings indicated that academic resilience can play a protective role against rumination. Educational programs should focus on enhancing academic resilience, especially in communication skills and problem-solving.