Home About us Editorial board Search Browse articles Submit article Instructions Contacts Login 
Users Online: 1350
Home Print this page Email this page

 

ORIGINAL ARTICLE
Year : 2020  |  Volume : 9  |  Issue : 1  |  Page : 66

Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran


1 Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
2 Department of Nursing, Kerman University of Medical Sciences, Kerman, Iran
3 Department of Dental Public Health, Social Determinants on Oral Health Research Center, Kerman University of Medical Sciences, Kerman, Iran

Correspondence Address:
Mohammad Mahdi Doust Mohamadi
Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman
Iran
Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jehp.jehp_544_19

Rights and Permissions

INTRODUCTION: Emotional intelligence and learning strategies are among the major requirements for success and academic achievement. The present research was designed and carried out to explore the relationship of emotional intelligence with learning strategies in postgraduate students. METHODS: The study employed a cross-sectional design and was conducted at Kerman University of Medical Sciences in 2018. Using the emotional intelligence questionnaire by Bradberry and Greaves and a researcher-made questionnaire of learning strategic, we assessed the relationship of emotional intelligence with learning strategies in postgraduate students using a census method (n = 338). Data were analyzed using descriptive statistics including mean and standard deviation and analytic statistics such as Kolmogorov–Smirnov test, ANOVA, t-test, and Pearson's correlation coefficient at P < 0.05 significance level. RESULTS: This study showed that the mean emotional intelligence score of postgraduate students was 91.12 ± 13.92 and also no significant relationship between the learning strategies and the emotional intelligence in the participants, but the emotional intelligence components showed a positive significant relationship with the learning strategy components, namely self-efficacy, rehearsal, critical thinking, cognitive self-regulation, time and study environment management, peer learning, and help-seeking. CONCLUSION: It could be stated that emotional intelligence components can be taught and fostered to improve the emotional intelligence of the learners, optimal learning, and the quality of educational outcomes. However, a learning strategy is a natural, habitual, unique, and fixed preferential method that serves to absorb, process, and maintain new information and skills. In other words, reinforcement of emotional intelligence facilitates learning.


[FULL TEXT] [PDF]*
Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed76    
    Printed4    
    Emailed0    
    PDF Downloaded19    
    Comments [Add]    

Recommend this journal