Effect of Emotional Intelligence and Self-efficacy on Nursing Students' Academic Performance

Document Type : Original Article

Authors

1 Assistant Professor of Community Health Nursing, Faculty of Nursing, Mansoura University, Egypt.

2 Assistant Professor of Family and Community Health Nursing, Faculty of Nursing, Ain Shams University, Egypt.

3 Assistant Professor of Family and Community Health Nursing, Faculty of Nursing, Damittae University, Egypt.

Abstract

Background: Emotional intelligence and self-efficacy are critical factors influencing the academic performance of nursing students. Aim: To evaluate the effect of emotional intelligence and self-efficacy on nursing students' academic performance. Methods: A convenience sample of 567 nursing undergraduates selected in a quantitative descriptive comparative study design was conducted at Faculty of Nursing, Damietta University's, Egypt. Four tools utilized to collect data, I: Student demographic information and academic achievement. II: The Schutte Self Report Emotional Intelligence Test, III: General Self-Efficacy Scale, and IV: Students' Academic Performance Scale. Results: showed that the first and fourth-year students' mean scores on the emotional intelligence, self-efficacy, and academic performance measures were statistically significant (P=.000; P=0.001), gender, emotional intelligence, and self-efficacy all differed statistically significantly (P=0.000). Academic performance and emotional intelligence were significantly correlated (p =.005). Academic achievement and self-efficacy had no significant relationship (p =.286). Conclusion: The study showed that academic achievement among the first and fourth years is influenced by emotional intelligence and self-efficacy. Academic achievement and emotional intelligence were significantly correlated. Recommendations:   Design interventional studies to examine the effectiveness of emotional intelligence training and self-efficacy learning program on academic performance.

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