Social–emotional competence and academic achievement of nursing students: A canonical correlation analysis

Sun Hee Kim, Sujin Shin

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This study was conducted to investigate the correlations between social–emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. General characteristics, levels of critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, collaboration, and academic achievement were collected via self-reported questionnaire. Canonical correlation analysis was performed to evaluate the relationship between SEC and AA. The canonical correlation coefficient between SEC and AA was 0.762. Critical thinking disposition (Rs = 0.89), problem-solving (Rs = 0.86), and cooperation (Rs = 0.80) made the most important contributions to SEC. Clinical performance (Rs = 0.95) and subjective AA (Rs = 0.57) were correlated with AA. SEC should be addressed to improve the AA of nursing students. All core skills of SEC should be regularly promoted. It is particularly urgent for nursing students to improve their creativity.

Original languageEnglish
Article number1752
Pages (from-to)1-11
Number of pages11
JournalInternational Journal of Environmental Research and Public Health
Volume18
Issue number4
DOIs
StatePublished - 2 Feb 2021

Keywords

  • Academic success
  • Emotional intelligence
  • Nursing
  • Professional competence
  • Students

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