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Title: A CROSS-SECTIONAL STUDY ON ASSOCIATION BETWEEN EMOTIONAL
INTELLIGENCE AND ACADEMIC PERFORMANCE AMONG NURSING STUDENTS
OF SELECTED NURSING COLLEGES IN KATHMANDU |
Authors: Nabina Paneru* and Ashish Kafle, Nepal |
Abstract: Background: Emotional intelligence incorporates the important aspects of interpersonal and
intrapersonal relationships, adaptability, moods and stress management skills, which have a
profound effect on the academic performance of students.
Methodology: An Analytical Cross-sectional study was carried out with main objective to find
out the association between emotional intelligence and academic performance of nursing students
from selected nursing colleges. Using non - probability purposive sampling method, PCL Nursing
3rd year students were selected and data was collected using standardized Assessing Emotions
Scale to measure Emotional Intelligence and final examination score of the students was
considered as academic performance. Collected data was processed and analyzed using SPSS
version 24.
Results: The findings revealed that majority of the nursing students have high emotional
intelligence. There is no any statistically significant correlation between emotional intelligence
and academic performance of nursing students. Regarding sub dimensions of Emotional
Intelligence, there was no any statistically significant correlation between managing other’s
emotion, perception of emotion and utilization of emotion with academic performance, except for
managing own emotion which has statistically significant correlation with academic performance.
Nursing students from different ethnicity, mother and father’s education background do not defer
in EI scores except age and type of family.
Conclusion: Majority of the nursing students have higher level of emotional intelligence.
Emotional intelligence is not significantly correlated with academic performance. This paper
suggests that emotional intelligence is not guaranteed with the highest academic grades of students
and that emotional intelligence components may be incorporated into the curriculum.
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