Emotional intelligence as a predictor of academic performance in first‐year accelerated graduate entry nursing students

Ritin Fernandez, Yenna Salamonson and Rhonda Griffiths

Journal of Clinical Nursing, 2012, vol. 21, issue 23-24, 3485-3492

Abstract: Aims and objectives. To examine the association between trait emotional intelligence and learning strategies and their influence on academic performance among first‐year accelerated nursing students. Design. The study used a prospective survey design. Methods. A sample size of 81 students (100% response rate) who undertook the accelerated nursing course at a large university in Sydney participated in the study. Emotional intelligence was measured using the adapted version of the 144‐item Trait Emotional Intelligence Questionnaire. Four subscales of the Motivated Strategies for Learning Questionnaire were used to measure extrinsic goal motivation, peer learning, help seeking and critical thinking among the students. The grade point average score obtained at the end of six months was used to measure academic achievement. Results. The results demonstrated a statistically significant correlation between emotional intelligence scores and critical thinking (r = 0.41; p

Date: 2012
References: Add references at CitEc
Citations: View citations in EconPapers (8)

Downloads: (external link)
https://doi.org/10.1111/j.1365-2702.2012.04199.x

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:wly:jocnur:v:21:y:2012:i:23-24:p:3485-3492

Access Statistics for this article

More articles in Journal of Clinical Nursing from John Wiley & Sons
Bibliographic data for series maintained by Wiley Content Delivery ().