Understanding how emotional-social intelligence influences voice behavior and satisfaction through self-efficacy in nursing students

AIM: This study investigates the influence of emotional-social intelligence on nursing students’ voice behaviors and satisfaction, with self-efficacy serving as a mediating factor. BACKGROUND: Nursing is inherently an emotionally and socially demanding profession that requires effective communication, emotional attunement, and proactive engagement. Emotional-social intelligence has been shown to significantly foster intrapersonal resources (e.g., emotion regulation, social confidence), strengthening interpersonal relationships, reducing stress, and improving professional satisfaction. SUBJECTS AND METHODS: A descriptive correlational cross-sectional study was conducted among nursing students in the Faculty of Nursing, Zagazig University, Egypt. Four standardized questionnaires were used to examine nursing students’ emotional-social intelligence, voice behavior, satisfaction, and self-efficacy; 381 nursing students were surveyed. The study’s hypothetical model was examined using AMOS structural equation modeling (SEM). RESULTS: Emotional-social intelligence had a significant direct effect on self-efficacy, voice behavior, and satisfaction among the studied students. Similarly, self-efficacy partially mediates the link between emotional-social intelligence and students’ voice behavior. Likewise, self-efficacy partially mediates the link between emotional-social intelligence and students’ satisfaction. CONCLUSIONS: Students with greater emotional-social intelligence are more assertive in expressing ideas, which enriches their satisfaction with learning and clinical capabilities. These results highlight the significance of nurturing emotional-social intelligence in nursing education to improve their positive communication and professional growth. CLINICAL TRIAL NUMBER: Not applicable.