The purpose of the quantitative, descriptive non-experimental study was to determine what the relationship is between emotional intelligence (EI), motivation, demographic variables, and nursing student retention. The research also tested the Nursing Undergraduate Retention and Success (NURS) model by examining demographic variables and academic motivation of nursing students. The Motivated Strategies for Learning Questionnaire (MSLQ) and the Assessing Emotions Scale (AES) garnered data from 390 first-year undergraduate students attending nine associate degree-nursing (ADN) schools in Illinois. Regression analysis suggested statistically significant differences in the mean scores for the test anxiety and control of learning beliefs MSLQ subscales with retention at the end of the first nursing course. Differences in the mean scores for the extrinsic motivation, task value, time and study, and effort regulation MSLQ subscales were statistically significant at the end of the first semester. Hierarchal logistic regression analysis indicated age was a predictor of retention at the end of the first nursing course. Race/ethnic background and the ADN School were predictors of retention at the end of the first semester. Mean scores on the AES and MSLQ were not predictive with retention. Recommendations for leaders in nursing education propose further inquiry before incorporating EI in admission and retention policies.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 71/11, Dissertation Abstracts International|
|Subjects:||Community college education, Nursing, Health education|
|Keywords:||Associate degree nursing, Emotional intelligence, Illinois, Motivation, Nursing student, Retention|
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