Abstract

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.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3425732; ProQuest document ID: 759814335. The author still retains copyright.

Author Details

Patricia L. Pence, EdD, MSN, BSN, AS, PNC

Sigma Membership

Xi Pi

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Descriptive/Correlational

Research Approach

Quantitative Research

Keywords:

Nursing Education, Emotional Intelligence, Nursing Student Retention, Academic Motivation, Demographic Variables

Advisor

Gwenn Grondal

Second Advisor

Ruth Rucker

Third Advisor

Debra Maddox

Degree

Doctoral-Other

Degree Grantor

University of Phoenix

Degree Year

2010

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2021-12-20

Full Text of Presentation

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