Relationship between academic performance, personality traits, and anxiety level among Egyptian undergraduate nursing students: a correlational research study

The study aimed to explore the relationship between academic performance, personality traits, and anxiety levels among Egyptian undergraduate nursing students.

This was a cross-sectional, correlational, descriptive study. This study complies with the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) criteria, ensuring thorough and transparent reporting [12].

The sample was gathered from the nursing students at the Faculty of Nursing, Mansoura University. The primary objective of the Faculty of Nursing at Mansoura University is to facilitate students’ graduation while ensuring that they are equipped with comprehensive scientific knowledge and practical skills. This approach aims to foster a conducive environment that encourages students to achieve optimal academic performance. The academic program encompasses four years, supplemented by an additional year dedicated to an internship. The college facility comprises four levels, four auditoriums, and seven laboratories. Additionally, the institution boasts a comprehensive library encompassing both digital and traditional resources, equipping students with the necessary tools to excel academically [13].

The research was conducted among nursing students at Mansoura University in Egypt. Mansoura University is among the long-established higher education institutions catering to the Delta region. The sample size was determined by considering the cumulative number of students across four academic years: Year 1, Year 2, Year 3, and Year 4, which consisted of 990, 1700, 900, and 548 students, respectively, resulting in a total of 4138 students. The sample size was determined by considering the entire population of students across all four years of college (N = 4138). The Rao soft program (Sample Size Calculator by Raosoft, Inc., 2014) was utilized for this purpose. The desired margin of error was set at 5% with a confidence level of 99%. The response distribution was assumed to be 50%. The study’s sample size was determined to be 643 students. The study sample included nursing undergraduate students who agreed to enroll and demonstrated the ability to comprehend the consent form and understand the questionnaire regardless of the year. Students who lacked interest in the study and showed insufficient responses to questions across all measurement scales were excluded.

Once the questions and hypotheses of the study had been defined, the variables were chosen to evaluate the relationships and choose the appropriate designs. Then, the target group and sample size were calculated accordingly. The necessary study tools were also established and assessed for content validity and reliability. The Data were collected using questionnaires. Subsequently, the gathered data was analyzed to ascertain relationships among variables.

The Institute Review of the Faculty of Nursing at Mansoura University approved (no. P.0392). The rights of all participants were maintained, and each participant gave their written consent. They were informed that their participation was voluntary and that leaving at any point would not impact their learning or academic grades. All methods were performed in accordance with the Declaration of Helsinki and other relevant guidelines and regulations.

To increase the methodological strength of our correlational research study concerning academic performance, personality traits, and anxiety levels among Egyptian undergraduate nursing students, we take advantage of one’s recommendation to use more effective statistical analyses such as multiple regression [5]. In addition, we establish alternative data collection methods for diversity in our approach. The study incorporated the following instruments:

This questionnaire collected vital data about participants’ gender, age, academic year, and GPA.

GPA is the grade point average that measures the students’ academic performance. The GPA is calculated for credit hours completed for one semester as follows:

The TIPI by Gosling, Rentfrow, and Swann (2003) presents a short but all-encompassing test for the Ten–Item Personality Inventory. Participants answer ten questions, each trait having two contrasting adjectives (for instance, extraverted/ introverted). The responses are recorded on a 7-point scale, from strongly disagree to agree strongly [14].

Spielberger, Gorsuch, and Lushene (1970) proposed the STAI that differentiates between transient and stable anxiety. The current anxiety levels are measured in a state anxiety scale, and a stable tendency to experience the feeling of anxiousness is moderated with trait anxiety. Participants respond to statements on a 4-point Likert scale [11].

The researchers measured validity and reliability for Tools II and III, which included translation work, face validation based on expert panels’ opinions, and a pilot study with 60 nursing students. The calculated values of Cronbach’s alpha coefficients showed strong internal consistency for Tool II at 0.91 and Tool III at 0.93.

The study’s statistical analysis was done through IBM SPSS software, version 20.0, to thoroughly examine data. In addition to using descriptive statistics to provide an initial glance at the variables under study, it has now been implemented within a multiple regression analysis approach. These enhanced statistical methods have the potential to reveal a more complex understanding of how personality characteristics, anxiety, and academic performance are related among Egyptian undergraduate nursing students.

Multiple regression analysis is a complex statistical technique that helps researchers study the effect of multiple independent variables on one dependent variable simultaneously. The scope of our research allows for a more in-depth analysis of how personality traits combined with anxiety levels influence academic success among nursing students. Unlike basic statistical techniques, multiple regression allows us to understand the separate effects of these psychological factors and how they perform in unison, thus providing a more developed and comprehensive perspective on the processes involved.

The article expands on the use of advanced statistical techniques while the study aims to reveal a deeper understanding of the intricate factors determining Egyptian undergraduate nursing student’s educational path. Our attempt to analyze the interaction between personality traits, anxiety levels, and academic performance through multiple regression allows us to establish such associations and know precisely how these variables act upon one another. This approach may not only sharpen our conclusions’ accuracy but also allows us to offer a deeper understanding of the factors that promote or hinder academic achievement in nursing students within an Egyptian framework, providing practical implications that are relevant to the work of our readers.

In other words, using multiple regression analysis is one methodological progress since this research aims to elucidate more complex relationships among academic performance, personality traits, and anxiety levels. This advanced analytical nuance has become an integral part of our efforts to identify valuable insights from which we can derive interventions and strategies that help us professionally inform ways to improve student’s educational experiences and outcomes for Egyptian undergraduate nursing students.

The final study sample was comprised of 654 students, 431 of whom were female and 223 of whom were male. The mean age was 19.48 ± 2.89, and over half (52.1%) were between 17 and 19. Nursing students were chosen from the first to fourth years. However, 42.0% were from the second year. Around one-third of the students have GPAs of B + and A, 30.1% and 31.5%, respectively, with only 0.3% failing (Table 1).

One third of the participants demonstrated an openness personality, with an average score of 33.15 ± 722. Firstly, the mean scores of Conscientiousness and Agreeableness personalities were identical, recording 32.50 ± 6. On the other hand, the mean scores of Extraversion and Neuroticism personalities were 24.75 ± 3.18 and 21.83 ± 4.85, respectively (Table 2).

The State-Trait Anxiety Inventory (STAI) was used to assess the level of anxiety experienced by nursing students. According to the data in Table 3, a considerable share accounts for as much as 76.0% of students did not have any signs of anxiety. On the other hand, 19.3% of students said they had mild to moderate anxiety; 8.4% and 2%, respectively, reported marked to severe anxiety and extremely severe anxiety.

This set of correlations between personality traits, as defined by the Ten-Item Personality Inventory TIPI, and levels of anxiety measured through the State\Trait Anxiety Inventory STAI anxiety scale was tested in a rather strict manner. The personality traits of Agreeableness, Conscientiousness, and Neuroticism resulted in a statistically significant relationship P < 0.001 between the varying anxiety levels the nursing students experienced. However, it should be noted that no significant correlation was found among the personality types (Table 4).

The year of university was observed to have a significant relationship with Agreeableness, Conscientiousness, and Neuroticism personalities (P = 0.003, 0.005, 0.001). Furthermore, GPA grade was found to have a significant relationship with Agreeableness, Conscientiousness, and Openness personality traits (P = < 0.001, < 0.001, < 0.0013). Gender had a significant relationship with agreeableness and conscientiousness (P = 0.009, 0.001). The age of the students correlated significantly with all personality types (Extraversion P = 0.008, Agreeableness P = 0.009, Conscientiousness P = 0.004, Neuroticism P = 0.001, and openness P = 0.003). Moreover, only GPA was significantly related to anxiety level (P 0.001). (Table 5).

These findings illustrate the complex interplay of personality characteristics and stress levels in nursing students, which gives a deep understanding of their psychological reactions as they chart educational pathways. Sophisticated assessment tools such as the TIPI and STAI have facilitated a nuanced approach to these dimensions, defining various profiles within the student population’s experiences.

The study indeed emphasizes the necessity for specific measures, such as mindfulness training, peer support groups, and counseling services, to mitigate anxiety levels, particularly during high-stress academic intervals. Academic institutions must establish mental health programs and offer these types of services to assist students in coping with worry.

Personality factors associated with diminished academic performance or elevated anxiety levels may assist educators in identifying adolescents at risk of academic challenges and facilitating early treatment.

Initiatives that foster characteristics like conscientiousness and emotional stability, often associated with enhanced academic achievement, could prove to be of utmost importance. Cultivating these good personality traits may significantly enhance students’ capacity to manage academic stress, underlining the urgency and significance of our research.

It is crucial that further longitudinal research be conducted to understand the variations in personality traits and anxiety levels during nursing education and their impact on academic performance. This work is not just important, it’s urgent and necessary for the betterment of academic environments.

Investigating the effects of targeted therapies, such as mindfulness training or peer support groups, on alleviating anxiety and enhancing academic achievement may constitute a significant field of research.

One potential avenue for addressing the study limitation in future research endeavors is to enhance the inclusivity of participant selection by incorporating older students. Furthermore, the study’s cross-sectional design makes it impossible to establish causal relationships based on the findings. Hence, it is recommended that future research employ a longitudinal study design to facilitate a more comprehensive analysis.