Influence of Metacognition and Emotional Intelligence on Self-leadership in Nursing Students
10.11111/jkana.2019.25.2.146
- Author:
Myoung Sook KIM
1
Author Information
1. Department of Nursing, Semyung University, Korea. 629arin@semyung.ac.kr
- Publication Type:Original Article
- Keywords:
Metacognition;
Emotional intelligence;
Leadership;
Nursing;
Students
- MeSH:
Emotional Intelligence;
Humans;
Korea;
Leadership;
Metacognition;
Nursing;
Students, Nursing
- From:Journal of Korean Academy of Nursing Administration
2019;25(2):146-155
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: This study was conducted to examine the relationship among metacognition, emotional intelligence, and self-leadership in nursing students, and to investigate factors influencing self-leadership. METHODS: A descriptive survey design was used for this study. Participants were 216 nursing students in one university located in J-city, in South Korea. Data were collected from May 30 to June 8, 2018, and analyzed using independent t-test, one way ANOVA, Scheffé test, Pearson correlation coefficients, and stepwise multiple regression analysis with SPSS/WIN 20.0. RESULTS: Self-leadership had significantly positive correlations with metacognition (r=.61, p<.001) and emotional intelligence (r=.61, p<.001). Significant predictors of self-leadership were metacognitive control (β=.28, p<.001), regulator of emotions (β=.25, p<.001), self-emotional appraisal (β=.17, p=.006), metacognitive knowledge (β=.15, p=.021), and perceived leadership level (low) (β=−.10, p=.043). These factors explained 49.0% of the variance. CONCLUSION: The findings show that self-leadership should be strengthened by increasing the metacognition and emotional intelligence of nursing students.
