Sheikhbardsiri Hojjat, Sheikhasadi Hakimeh, Mahani Shahla Ayoubi, Mohamadi Mohammad Mahdi Doust
Social Determinants of Health Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran.
Department of Nursing, Kerman University of Medical Sciences, Kerman, Iran.
J Educ Health Promot. 2020 Mar 31;9:66. doi: 10.4103/jehp.jehp_544_19. eCollection 2020.
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.
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 ( = 338). Data were analyzed using descriptive statistics including mean and standard deviation and analytic statistics such as Kolmogorov-Smirnov test, ANOVA, -test, and Pearson's correlation coefficient at < 0.05 significance level.
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.
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.
情商和学习策略是成功和学业成就的主要要求之一。本研究旨在探讨研究生情商与学习策略之间的关系。
本研究采用横断面设计，于2018年在克尔曼医科大学进行。我们使用布拉德伯里和格里夫斯的情商问卷以及研究者自制的学习策略问卷，采用普查方法（n = 338）评估研究生情商与学习策略之间的关系。数据采用描述性统计分析，包括均值和标准差，以及分析性统计，如柯尔莫哥洛夫-斯米尔诺夫检验、方差分析、t检验和Pearson相关系数，显著性水平设定为P < 0.05。
本研究表明，研究生的平均情商得分为91.12 ± 13.92，参与者的学习策略与情商之间无显著关系，但情商各成分与学习策略各成分呈显著正相关，即自我效能感、复述、批判性思维、认知自我调节、时间和学习环境管理、同伴学习和寻求帮助。
可以说，情商成分可以通过教学和培养来提高学习者的情商、优化学习和教育成果质量。然而，学习策略是一种自然、习惯、独特且固定的偏好方法，用于吸收、处理和保留新信息与技能。换句话说，增强情商有助于学习。
