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.

Citations

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  JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2021; 33(3): 667.     CrossRef
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  JOURNAL OF FISHRIES AND MARINE SCIENCES EDUCATION.2020; 32(6): 1655.     CrossRef