Volume 22, Issue 3 (10-2014)                   Avicenna J Nurs Midwifery Care 2014, 22(3): 15-23 | Back to browse issues page

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, jamal_ashoori@yahoo.com
Abstract:   (11639 Views)

  Background: Academic achievement is influenced by several parameters, such as self-efficacy, critical thinking, thinking styles and emotional intelligence. The present study was conducted to examine the relationship between academic achievement and self-efficacy, critical thinking, thinking styles and emotional intelligence in nursing students. 

  Methods: The present descriptive, cross-sectional study was conducted on a statistical population consisting of all the nursing students of the Islamic Azad University of Varamin-Pishva Branch. A total of 140 nursing students (96 female and 44 male) were selected through stratified random sampling. All the study subjects completed Sherer's general self-efficacy scale, Ricketts' critical thinking disposition questionnaire, Sternberg's thinking styles inventory and the Bar-On emotional intelligence questionnaire. Data were analyzed in SPSS/19 using the Pearson correlation coefficient and the stepwise regression.

  Result: The present study revealed a significant positive relationship (P<0.05) between academic achievement and self-efficacy (r=0.46), critical thinking (r=0.17), executive thinking (r=0.37) and emotional intelligence (r=0.21). In a predictor model studying self-efficacy, executive thinking and emotional intelligence, the researchers were able to predict about 39% of academic achievement. Self-efficacy was a better predictor of academic achievement than the other parameters.

  Conclusion: Self-efficacy, executive thinking, emotional intelligence and critical thinking therefore had a positive relationship with academic achievement, in respective order of importance.


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Type of Study: Original Research | Subject: Nursing
Received: 2014/07/10 | Accepted: 2014/10/14 | Published: 2014/10/22

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