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.

  • Source
    • "대학생의 학습유형과 대학 수학교과의 학업성취도 관계 연구 477 3. 학습유형과 학업성취도 간의 관계 학습유형은 일련의 학습습관으로 유전, 과거 경험, 현재의 환경적 요구로 인해 사람들이 학습 과정에서 선택 하는 선호방식이나 특징적인 양식Kolb(1984, 2000)이므로 학습경향성에 있어서 차이를 나타내게 된다. 대학생들 의 학습유형을 본 연구(김정미, 2010; 안경주, 2007; 양선희 외, 2012; 임세영 외, 2012; 하주영, 2011; Stradely et al., 2002; Suliman, 2010; Zoghi et al., 2010 "
    [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
    • "No styles predominated, but nursing students were seldom Convergers. More recent studies indicate Diverger or Accommodator as the predominant styles among nursing students (Cavanagh, Hogan, & Ramgopal, 1995; Hauer, Straub, & Wolf, 2005; Rawaf, 2007; Suliman, 2010; Yoder, 1994). The inconsistency remains, and may be related to the Kolb LSI instrument (DeCoux, 1990) or to unknown variables in the study samples, such as ethnicity or race. "
    [Show abstract] [Hide abstract]
    ABSTRACT: It is important for nursing faculty to consider the variability in learning style among nursing students. The researchers sought to compare differences in perceived learning benefits among nursing students who had different learning styles and in frequency of use of a virtual community learning intervention. METHOD Using a comparative approach, learning style was measured with the Kolb Learning Style Inventory. Frequency of use and benefit were measured with an exit survey. No differences in perceived benefit were found according to learning style. Subjects with frequent use of the virtual community reported significantly greater learning benefits than those with infrequent use, regardless of learning style. Also found was a statistically significant relationship between Kolb learning-style scores and race or ethnicity. All nursing students may potentially benefit from virtual community use. Sept 2013
    Nursing education perspectives 09/2013; 34(6):390-4. DOI:10.5480/11-526.1
  • Source
    • "Historically, many researchers have focused on intelligence quotient (IQ) when examining what promotes academic success (Ahammed et al., 2011). However, more recently scholars have begun to contemplate non-cognitive or psychosocial factors such as emotional intelligence, psychological empowerment, resilience, and spiritual well-being as a way to further academic success (Ahammed et al., 2011; Barchard, 2003; Bemak, 2005; Cleary et al., 2008; Deb, 2012; Kneipp et al., 2009; Sparkman et al., 2012; Suliman, 2010; Young, 2009). More specifically, researchers found that managing emotions was positively correlated with academic success (Ahammed et al., 2011; Mayer et al., 2004). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Background The current rise in employment is improving forecasts for the future supply of registered nurses; however sizeable shortages are still projected. With the intention of improving academic success in nursing students, related factors need to be better understood. Objectives The purpose of the correlational study was to describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in undergraduate and graduate nursing students. Design/setting A descriptive correlational design was utilized. The study was set in a private Catholic university. Participants There were 124 participants. There were 59% undergraduate and 41% graduate students. Methods Background data, in addition to the Spreitzer Psychological Empowerment Scale, the Wagnild and Young Resilience Scale, and the Spiritual Well-Being Scale and the Mayer-Salovey-Caruso Emotional Intelligence Test, was collected from students who met study criteria. Results In a combined sample, academic success was correlated with overall spiritual well-being, empowerment and resilience. Although academic success was not correlated with overall emotional intelligence, it was correlated with the emotional intelligence branch four (managing emotions) score. When undergraduate and graduate students were considered separately, only one correlation was found to be significantly related to academic success in the undergraduate sample, namely, emotional intelligence branch one (perceiving emotions). When examining the data from just graduate level nurses, significant relationships were found between total emotional intelligence with academic success, resilience with academic success, and psychological empowerment with academic success. Conclusion The significant relationship between psychological empowerment, resilience, spiritual well-being and academic success in this study supports the statements in the literature that these concepts may play an important role in persistence through the challenges of nursing education. Research is needed to examine if strategies to enhance empowerment, resilience, and spiritual well-being can increase academic success in a test-retest design.
    Nurse education today 01/2013; 34(6). DOI:10.1016/j.nedt.2013.12.005 · 1.46 Impact Factor
Show more