Article

The Relationship Between Learning Styles, Emotional Social Intelligence, and Academic Success of Undergraduate Nursing Students

Department of Nursing, College of Nursing-Jeddah, King Saud bin Abdulaziz University for Health Sciences, Saudi Arabia.
The journal of nursing research: JNR (Impact Factor: 0.84). 06/2010; 18(2):136-43. DOI: 10.1097/JNR.0b013e3181dda797
Source: PubMed

ABSTRACT 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.
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.
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.
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.
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.

Full-text

Available from: Wafika A Suliman, Apr 18, 2015
5 Followers
 · 
696 Views
  • [Show abstract] [Hide abstract]
    ABSTRACT: The Future of Nursing, Leading Change, Advancing Health (IOM 2011) challenged the profession of nursing to assume leadership of interdisciplinary healthcare teams. Leading these teams requires cognitive ability to manage highly charged and emotional work. Emotional intelligence (EI) is a characteristic necessary to process emotional information for creative problem solving. In addition, emerging evidence indicates there may be an association of nurses’ EI and quality patient care (Adams, et al. 2011). The foundation for development of competencies essential for nursing practice begins with nursing education. This quasi-experimental study investigated if baccalaureate level nursing education increased the level of EI as operationalized by the Mayer and Salovey’s (2004) four-branch Abilities Model. Findings indicated senior nursing students scored higher on the ability to understand and reason about emotions over pre-nursing students (p < .05); however, pre-nursing students scored higher than senior nursing students on the ability to accurately perceive emotions (p < .05). Regression analysis found that self-estimated GPA was the only significant predictor of overall EI. Although the senior nursing students’ demonstrated strength in the ability to reason about emotion, the ability to perceive emotion seemed to have declined. This problem requires further research and action through transformed nursing education.
    Journal of Professional Nursing 06/2014; 30(6). DOI:10.1016/j.profnurs.2014.06.005 · 0.88 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This study examines the learning styles of freshmen enrolled in a college of science and engineering, and analyses the relationship between learning styles and academic achievement in mathematics to provide basic data for the teaching-learning methods, which are more suitable to learning styles of students. For the purpose of this research, a reliability analysis of Kolb's LSI is applied to 282 freshmen enrolled in a college of science and engineering of the medium-sized university. The outcomes of this survey are followings. Firstly, students hold higher positions in the order of converger, assimilator, accommodator, diverger among 4 learning styles. Secondly, while there is a positive corelation between abstract conceptualization[AC] and academic achievement, there is a negative corelation between concrete experience[CE] and academic achievement. Thirdly, as for academic achievement in mathematics, converger is superior to assimilator and accommodator. Finally, the correlation between learning styles and academic achievement is different by demographic characteristics. Based on these results, this study suggests the necessity for various teaching-learning strategies, which are adjusted to both academic characteristics of mathematics and learning styles. Also, the need for teaching methods, which help students to develop effectively four learning cycles, is proposed.
    11/2013; 27(4). DOI:10.7468/jksmee.2013.27.4.473
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Theories on learning styles and types have been integral to discussions on the basics of teaching for nearly 40 years. The learning style typology of Kolb divides learners into four groups (Diverger, Assimilator, Converger and Accomodator), which differ both in terms of their learning behaviour as well as personality and preferences. We studied the sense of coher- ence and burnout symptoms in medical students of the preclinical semesters (1st to 4th semester) at the Friedrich-Alexander University of Erlangen within the context of the observed learning styles. A total of 530 students were interviewed in winter semester 2012/13 using standardized psychometric questionnaires. Our students showed a significant correlation between the respective learning styles and ex- pression of a sense of coherence, as well as cognitive and emotional burnout symptoms. The learning styles of the students differed signific- antly within these same parameters. We also demonstrated that learning styles and types not only influence study performance, but that there are also relationships to sense of coherence and psychological ailments. A more forward-looking integration of the theory of learning types in the medical education curriculum could positively influence both the performance and psychological well-being of the students.