- 期刊
The Relationship between Learning Styles, Emotional Social Intelligence, and Academic Success of Undergraduate Nursing Students
並列摘要
Background: Feelings or emotions and thinking have been identified as forces that may affect one's learning styles (D. A. Kolb, 1984), emotional social intelligence, and success (R. Bar-On, 2004). This study on the relationship between academic success and the two variables of learning abilities or styles and emotional social intelligence was conducted at two colleges of nursing in Saudi Arabia. Both offer conventional and accelerated undergraduate nursing education programs. Purpose: This study was designed to explore the preferred learning abilities or styles of Saudi nursing students in conventional and accelerated programs, the difference in emotional social intelligence between the two, and the relationships between academic success and learning styles and emotional social intelligence. Methods: A convenience sample was recruited, consisting of a total of 98 students, 50 and 48 of whom were enrolled, respectively, in conventional and accelerated programs. Self-administered instruments including the Kolb learning style inventory and the Bar-On emotional quotient inventory (EQ-i) were used to collect data, which were analyzed quantitatively. Results: Both groups were found to favor a diverger style of learning, with total EQ-i scores showing no statistical difference between the two (t=1.251, p=.214). ”Self-regard” and ”problem solving” earned the highest EQ-i content subscale scores for both groups. Pearson's correlation coefficient showed no significant relationship between learning abilities or styles and emotional social intelligence and academic success. Conclusions: The findings suggest that either no actual relationship exists or that emotional social intelligence may be confounded with factors such as professional and cultural values.
參考文獻
延伸閱讀
- 陳夏蓮、李薇莉（2000）。The Impact of Learning Styles of Nursing Students and Clinical Instructors on Academic Achievement and Teaching Satisfaction。護理研究，8(3)，313-324。https://doi.org/10.7081/NR.200006.0313
- 謝觀崢（2022）。A Study on the Relationship of University Students' Achievement Emotions, English Learning Engagement and English Learning Effectiveness。國立高雄科技大學學報，4()，49-59。https://doi.org/10.6912/JNKUST.202207_4.0004
- 李介至（2003）。Effects of Classroom Structure on Nursing Students' Achievement Goal Orientations, Self-Regulated Learning Strategies, and Academic Achievement。技術及職業教育學報，(7)，85-98。https://www.airitilibrary.com/Article/Detail?DocID=18123112-200312-201007120099-201007120099-85-98
- 呂文惠、林明群（2013）。The Relationship among Learning Styles, Self-Efficacy in Learning Mathematics, and Mathematics Achievements of Junior High School Students。國民教育學報，(10)，21-40。https://www.airitilibrary.com/Article/Detail?DocID=18146783-201312-201512020010-201512020010-21-40
- 張學善、林旻良、葉淑文（2010）。The Study on the Relationships among Emotional Intelligence, Interpersonal Relationships and Self-concept of College Students。輔導與諮商學報，32(2)，1-25。https://doi.org/10.7040/JGC.201011.0001