Journal of Korean Academy of Nursing (대한간호학회지)

Korean Society of Nursing Science (한국간호과학회)
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Emotional Intelligence, Academic Motivation, and Achievement among Health Science Students in Saudi Arabia: A Self-Deterministic Approach

  • Mahrous, Rasha Mohammed (Public Health Department, College of Health Sciences, Saudi Electronic University) ;
  • Bugis, Bussma Ahmed (Public Health Department, College of Health Sciences, Saudi Electronic University) ;
  • Sayed, Samiha Hamdi (Public Health Department, College of Health Sciences, Saudi Electronic University)
  • Received : 2023.02.23
  • Accepted : 2023.10.04
  • Published : 2023.12.31
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Abstract

Purpose: This study used a self-deterministic approach to explore the relationship between emotional intelligence (EI), academic motivation (AM), and achievement among health science students. Methods: A descriptive cross-sectional study was conducted in three cities of Saudi Arabia (Dammam, Riyadh, and Jeddah). A convenience sample of 450 students was incorporated using the multistage cluster sampling technique. The online survey contained three sections: students' basic data and academic achievement level, the modified Schutte self-report inventory, and the Academic Motivation Scale lowercase. Results: This study revealed moderate overall scores for EI (57.1%), AM (55.6%), and grade point average (GPA) (57.6%). The overall EI score, its domains, and GPA had significant positive correlations with overall AM and intrinsic and extrinsic motivation (p < .01). Amotivation had an insignificant correlation with GPA (p < .05), but it was negatively correlated with EI and its domains (p < .01). Multiple regression analysis proved that EI domains predicted 5.0% of GPA variance; emotions appraisal and expression (β = .02, p = .024), regulation (β = .11, p = .032), and utilization (β = .24, p < .01). EI domains also predicted 26.0% of AM variance; emotions appraisal and expression (β = .11, p = .04), regulation (β = .33, p < .01), and utilization (β = .23, p < .01). Moreover, AM predicted 4.0% of the variance in GPA; intrinsic (β = .25, p = .004) and extrinsic (β = .11, p = .022) motivation. AM also predicted 25.0% of the variance in EI: intrinsic (β = .34, p < .01) and extrinsic motivation (β = .26, p = .026). Conclusion: EI and AM have a bidirectional influence on each other, significantly shaping the GPA of health sciences students in Saudi Arabia, where intrinsic motivation has a predominant role. Thus, promoting students' AM and EI is recommended to foster their academic achievement.

Keywords

Acknowledgement

The authors extend their appreciation to the Deanship of Scientific Research at the Saudi Electronic University for funding this research work through project number 8095. Besides, all the students who participated in completing this work.

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