Psychosocial Predictors of Emotional Resilience among Undergraduate Nursing Students in the University of Ibadan

Abstract

Emotional resilience is a critical psychological asset that enables undergraduate nursing students to adapt positively to academic, social, and personal challenges. This study investigated the influence of self-efficacy, locus of control, coping styles, peer relationship, and parental support on emotional resilience among undergraduate nursing students in the University of Ibadan. The study was anchored on resilience theory and socio-cognitive perspectives, which emphasize the combined role of individual and contextual resources in fostering adaptive capacity. The study adopted a descriptive survey research design. A total of 300 undergraduate nursing students were selected through a multi-stage sampling technique, and standardized questionnaires were used to measure the variables of interest. Data were analyzed using Pearson’s correlation and multiple regression analyses. Findings revealed that all the independent variables were significantly related to emotional resilience: self-efficacy (r = .608, p < .01), locus of control (r = .295, p < .01), coping styles (r = .237, p < .01), peer relationship (r = .157, p < .05), and parental support (r = .224, p < .05). The joint contribution of the variables was also significant (R = .639, R² = .408, F(5,303) = 41.822, p < .05), indicating that they collectively explained 40.8% of the variance in emotional resilience. In terms of relative contribution, self-efficacy (β = .546, p < .05) emerged as the strongest predictor, followed by locus of control (β = .147, p < .05) and coping styles (β = .112, p < .05), while peer relationship (β = –.022, p > .05) and parental support (β = .044, p > .05) were not significant predictors. The study concluded that self-efficacy, locus of control, and coping styles are the most potent determinants of emotional resilience among undergraduate nursing students, underscoring the primacy of internal psychological resources. It is recommended that university management and counselling units design programs that strengthen students’ self-efficacy, promote adaptive coping, and foster a sense of control, while also encouraging supportive social relationships. Such interventions will enhance undergraduate nursing students’ capacity to thrive despite academic and life stressors.