| Abstract [eng] |
Emotional intelligence and academic motivation play an important role in the educational environment and in achieving academic goals. Emotional intelligence skills help to manage stress and maintain better interpersonal relationships, while high academic motivation promotes consistent learning and professional progress. These factors are closely linked and can significantly contribute to better student learning outcomes. The aim of this work is to assess the relationship between emotional intelligence and motivation of nursing students to their learning outcomes. Objectives: 1)To determine nursing students' emotional intelligence; 3)To assess nursing students' academic motivation; 3)To determine the relationship between nursing students' emotional intelligence, academic motivation, and learning outcomes. Methods. A quantitative descriptive cross-sectional study was carried out. Data were collected by survey. The instrument was a questionnaire consisting of the Emotion Assessment Scale (Emotional Intelligence Scale), the Student Academic Motivation Scale (SAMS21), and questions about the respondents' socio-demographic data and average study performance. The study data was analyzed using the statistical analysis software SPSS Windows 30.0.0.0 and Excel 2016. The study involved 212 students of Bachelor of Nursing (1-4 years) and Master of Nursing (1-2 years) from one Lithuanian higher education institution. Results. The level of general emotional intelligence is high (mean =127.62). The highest emotional intelligence was found in those who rated their learning performance as excellent, while the lowest was found in those who rated their performance as poor (p<0.001; H=27.201). A statistically significant very weak positive correlation was found between the scores on the "managing other people's emotions" subscale and the average of grades over the study period (total learning period) (r=0.184; p=0.007). General academic motivation is high (mean =97.42). In terms of the correlation of general academic motivation with age, a statistically significant weak negative correlation was found (r=-0.281; p<0.001), and a statistically significant very weak negative correlation was found with the average of grades in the previous semester (r=0.170; p=0.013). Academic motivation is higher among 1st and 2nd year Bachelor of Nursing students (p<0.001; H=44.037), those who are not working (p=0.012; U=3984.000) and those who live with parents (p=0.010; H=13.393). There was a statistically significant positive relationship between emotional intelligence and academic motivation (r=0.293; p=0<0.001). Conclusions. Nursing students have high emotional intelligence and high academic motivation. The highest emotional intelligence is found in those subjects who rate their academic performance highly. Academic motivation is highest among younger students, but decreases slightly with age. Students with higher emotional intelligence have higher academic motivation. |
