在沙特阿拉伯的健康科学学生中,情绪智力,学术动力和成绩:一种自决的方法
Rasha Mohammed Mahrous1,2, Bussma Ahmed Bugis1, Samiha Hamdi Sayed1,3
1Public Health Department, College of Health Sciences, Saudi Electronic University, Dammam, Saudi Arabia.
Journal of Korean Academy of Nursing
|January 11, 2024
概括
情绪智能 (EI) 和学术动机 (AM) 显著影响健康科学学生的学业成绩. 建议促进EI和AM,特别是内在动机,以提高学生的成功.
科学领域:
- 健康 职业 教育 教育 专业
- 心理学 心理学 心理学
- 教育心理学教育心理学
背景情况:
- 情绪智能 (EI) 对于在苛刻的学术环境中有效运作至关重要.
- 学术动机 (AM) 显著影响学生的参与度和成绩.
- 了解EI,AM和学术成绩之间的相互作用对于优化健康科学学习成果至关重要.
研究的目的:
- 探索心理智能 (EI),学术动机 (AM) 和健康科学学生的学术成就之间的关系.
- 通过自我决定的方法来研究EI和AM对学术成功的预测能力.
主要方法:
- 在沙特阿拉伯进行了一项描述性的横截面研究,涉及450名健康科学学生.
- 通过在线调查收集数据,评估基本数据,学术成绩 (GPA),EI (修改的舒特自我报告清单) 和AM (学术动机量表).
- 采用多阶段集群采样来选择学生样本.
主要成果:
- 对EI (57.1%),AM (55.6%) 和GPA (57.6%) 观察到中等的整体得分.
- 在EI,AM和GPA之间发现了显著的正相关性 (p < .01).
- EI和AM领域显著预测了GPA和AM分别,内在的动机起到了主导作用.
结论:
- EI和AM对健康科学学生的学术成绩表现出双向的影响.
- 建议促进学生的情绪智力和学术动机,特别是内在动机,以促进学术成功.
- 旨在加强EI和AM的干预措施可以显著提高健康科学学生的学业成绩.
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