Affective Factors and Eustress-Distress of Nursing English Students: A Comparison Analysis

Abstract

Studies outside of cognitive aspects, especially on psychological and affective factors, still have limited findings. These two issues contribute greatly to the success of EFL learning. This study aims to identify the level of eustress-distress, anxiety-self-efficacy, and comparisons between these variables on the learning performance of nursing students. This study uses a mixed method, a comparative study using closed and open questionnaires, and an English language proficiency test (EAP reading test) for 95 nursing students in the program of English for Academic Purposes (EAP). Certainly, the analysis uses correlation and comparison tests through PLS-SEM and qualitative analysis of open questionnaires. The results showed that level of eustress-distress, and anxiety-self-efficacy of students were quite satisfactory. This means that students can adapt positive reactions to learning pressure, are more enthusiastic, and develop good self-confidence. Distress has no impact on self-efficacy and learning performance, but distress has a strong effect on eustress. There is a strong impact and correlation between anxiety on self-efficacy and self-efficacy on learning performance. So self-efficacy shows a strong moderating variable to bridge anxiety and learning performance. Qualitative findings also show that there are internal and external factors for the growth of eustress and self-efficacy. Further recommendations on these findings are also presented at the end of this study.