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Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran
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...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Wolters Kluwer - Medknow
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7255588/ https://www.ncbi.nlm.nih.gov/pubmed/32490001 http://dx.doi.org/10.4103/jehp.jehp_544_19 |
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author | Sheikhbardsiri, Hojjat Sheikhasadi, Hakimeh Mahani, Shahla Ayoubi Mohamadi, Mohammad Mahdi Doust |
author_facet | Sheikhbardsiri, Hojjat Sheikhasadi, Hakimeh Mahani, Shahla Ayoubi Mohamadi, Mohammad Mahdi Doust |
author_sort | Sheikhbardsiri, Hojjat |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-7255588 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Wolters Kluwer - Medknow |
record_format | MEDLINE/PubMed |
spelling | pubmed-72555882020-06-01 Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran Sheikhbardsiri, Hojjat Sheikhasadi, Hakimeh Mahani, Shahla Ayoubi Mohamadi, Mohammad Mahdi Doust J Educ Health Promot Original Article 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. Wolters Kluwer - Medknow 2020-03-31 /pmc/articles/PMC7255588/ /pubmed/32490001 http://dx.doi.org/10.4103/jehp.jehp_544_19 Text en Copyright: © 2020 Journal of Education and Health Promotion http://creativecommons.org/licenses/by-nc-sa/4.0 This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms. |
spellingShingle | Original Article Sheikhbardsiri, Hojjat Sheikhasadi, Hakimeh Mahani, Shahla Ayoubi Mohamadi, Mohammad Mahdi Doust Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran |
title | Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran |
title_full | Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran |
title_fullStr | Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran |
title_full_unstemmed | Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran |
title_short | Emotional intelligence and learning strategies of postgraduate students at Kerman University of Medical Sciences in the southeast of Iran |
title_sort | emotional intelligence and learning strategies of postgraduate students at kerman university of medical sciences in the southeast of iran |
topic | Original Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7255588/ https://www.ncbi.nlm.nih.gov/pubmed/32490001 http://dx.doi.org/10.4103/jehp.jehp_544_19 |
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