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Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis

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  • Sun-Hee Kim

    (College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, Daegu 42472, Korea)

  • Sujin Shin

    (College of Nursing, Ewha Womans University, Seoul 03760, Korea)

Abstract

This study was conducted to investigate the correlations between social–emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. General characteristics, levels of critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, collaboration, and academic achievement were collected via self-reported questionnaire. Canonical correlation analysis was performed to evaluate the relationship between SEC and AA. The canonical correlation coefficient between SEC and AA was 0.762. Critical thinking disposition (Rs = 0.89), problem-solving (Rs = 0.86), and cooperation (Rs = 0.80) made the most important contributions to SEC. Clinical performance (Rs = 0.95) and subjective AA (Rs = 0.57) were correlated with AA. SEC should be addressed to improve the AA of nursing students. All core skills of SEC should be regularly promoted. It is particularly urgent for nursing students to improve their creativity.

Suggested Citation

  • Sun-Hee Kim & Sujin Shin, 2021. "Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis," IJERPH, MDPI, vol. 18(4), pages 1-11, February.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:4:p:1752-:d:497667
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    Cited by:

    1. David Sancho-Cantus & Laura Cubero-Plazas & Marta Botella Navas & Elena Castellano-Rioja & Montserrat Cañabate Ros, 2023. "Importance of Soft Skills in Health Sciences Students and Their Repercussion after the COVID-19 Epidemic: Scoping Review," IJERPH, MDPI, vol. 20(6), pages 1-10, March.
    2. Zhiwei Xu & Liping Ge & Wei He & Guiqin Song & Jie Liu & Lijuan Hou & Xiaoyun Zhang & Xiaotong Chang & Lan Yin & Xiaoming Li, 2024. "Developing a BOPPPS (Bridge-in, Objectives, Pre-assessment, Participatory Learning, Post-assessment and Summary) model combined with the OBE (Outcome Based Education) concept to improve the teaching o," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-13, December.

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