RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND SELF-EFFICACY, CRITICAL THINKING, THINKING STYLES AND EMOTIONAL INTELLIGENCE IN NURSING STUDENTS

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ASHOORI J.

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Journal: Avicenna Journal of Nursing and Midwifery Care Year:2014 | Volume:22 | Issue:3 (46) Page(s): 15-23

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Title

RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND SELF-EFFICACY, CRITICAL THINKING, THINKING STYLES AND EMOTIONAL INTELLIGENCE IN NURSING STUDENTS

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ASHOORI J. | Issue Writer Certificate

Keywords

EDUCATIONAL STATUSQ2

EMOTIONAL INTELLIGENCEQ2

SELF-EFFICACYQ2

THINKINGQ2

Abstract

Background: Academic achievement is influenced by several parameters, such as SELF-EFFICACY, critical THINKING, THINKING styles and EMOTIONAL INTELLIGENCE. The present study was conducted to examine the relationship between academic achievement and SELF-EFFICACY, critical THINKING, THINKING styles and EMOTIONAL INTELLIGENCE in nursing students.Methods: The present descriptive, cross-sectional study was conducted on a statistical population consisting of all the nursing students of the Islamic Azad University of Varamin-Pishva Branch. A total of 140 nursing students (96 female and 44 male) were selected through stratified random sampling. All the study subjects completed Sherer's general SELF-EFFICACY scale, Ricketts' critical THINKING disposition questionnaire, Sternberg's THINKING styles inventory and the Bar-On EMOTIONAL INTELLIGENCE questionnaire. Data were analyzed in SPSS/19 using the Pearson correlation coefficient and the stepwise regression.Result: The present study revealed a significant positive relationship (P<0.05) between academic achievement and SELF-EFFICACY (r=0.46), critical THINKING (r=0.17), executive THINKING (r=0.37) and EMOTIONAL INTELLIGENCE (r=0.21). In a predictor model studying SELF-EFFICACY, executive THINKING and EMOTIONAL INTELLIGENCE, the researchers were able to predict about 39% of academic achievement. SELF-EFFICACY was a better predictor of academic achievement than the other parameters.Conclusion: SELF-EFFICACY, executive THINKING, EMOTIONAL INTELLIGENCE and critical THINKING therefore had a positive relationship with academic achievement, in respective order of importance.

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APA: Copy

ASHOORI, J.. (2014). RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND SELF-EFFICACY, CRITICAL THINKING, THINKING STYLES AND EMOTIONAL INTELLIGENCE IN NURSING STUDENTS. AVICENNA JOURNAL OF NURSING AND MIDWIFERY CARE (SCIENTIFIC JOURNAL OF HAMADAN NURSING & MIDWIFERY FACULTY), 22(3 (46)), 15-23. SID. https://sid.ir/paper/92515/en

Vancouver: Copy

ASHOORI J.. RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND SELF-EFFICACY, CRITICAL THINKING, THINKING STYLES AND EMOTIONAL INTELLIGENCE IN NURSING STUDENTS. AVICENNA JOURNAL OF NURSING AND MIDWIFERY CARE (SCIENTIFIC JOURNAL OF HAMADAN NURSING & MIDWIFERY FACULTY)[Internet]. 2014;22(3 (46)):15-23. Available from: https://sid.ir/paper/92515/en

IEEE: Copy

J. ASHOORI, “RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND SELF-EFFICACY, CRITICAL THINKING, THINKING STYLES AND EMOTIONAL INTELLIGENCE IN NURSING STUDENTS,” AVICENNA JOURNAL OF NURSING AND MIDWIFERY CARE (SCIENTIFIC JOURNAL OF HAMADAN NURSING & MIDWIFERY FACULTY), vol. 22, no. 3 (46), pp. 15–23, 2014, [Online]. Available: https://sid.ir/paper/92515/en

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