Influence of Metacognition and Emotional Intelligence on Self-leadership in Nursing Students

Myoung Sook Kim

doi:10.11111/jkana.2019.25.2.146

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Kim: Influence of Metacognition and Emotional Intelligence on Self-leadership in Nursing Students

Original Article

J Korean Acad Nurs Adm 2019;25(2):146-155.

Published online: 17 January 2019

DOI: https://doi.org/10.11111/jkana.2019.25.2.146

Influence of Metacognition and Emotional Intelligence on Self-leadership in Nursing Students

Myoung Sook Kim

Department of Nursing, Semyung University

Corresponding author: Kim, Myoung Sook, Department of Nursing, Semyung University, 65 Semyung-ro, Jecheon 27136, Korea. Tel: +82-43-649-1354, Fax: +82-43-649-7051, E-mail: 629arin@semyung.ac.kr

Received 9 January 2019 Revised 7 February 2019 Accepted 26 February 2019

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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 meta-cognition and emotional intelligence of nursing students.

Keywords: Metacognition, Emotional intelligence, Leadership, Nursing, Students

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Table 1.

Differences in Self-leadership according to General Characteristics (N=216)

Characteristics	Categories	n (%)	Self-leadership
Characteristics	Categories	n (%)	M±SD	t or F (p) Scheffé
Gender	Female	172 (79.6)	3.55±0.53	0.48
	Male	44 (20.4)	3.51±0.54	(.635)
Grade	First year^a	61 (28.2)	3.61±0.50	3.37
	Second year^b	35 (16.2)	3.62±0.52	(.068)
	Third year^c	58 (26.9)	3.35±0.56
	Fourth year^d	62 (28.7)	3.52±0.54
Level of grade	≤2.99^a	31 (14.4)	3.69±0.49	6.51
	3.00~3.69^b	118 (54.6)	3.53±0.53	(.011)
	≥3.70^c	67 (31.0)	3.29±0.56	a＞c
Satisfaction with major	Satisfied^a	144 (60.3)	3.67±0.55	13.04
	Average^b	93 (38.9)	3.47±0.51	(＜.001)
	Unsatisfied^c	2 (0.8)	3.10±0.42	a＞b＞c
Satisfaction with clinical practice	Satisfied^a	76 (35.2)	3.67±0.53	10.00
	Average^b	127 (58.8)	3.48±0.51	(.002)
	Unsatisfied^c	13 (6.0)	3.30±0.56	a＞c
Satisfaction with club activity	Satisfied^a	65 (30.1)	3.61±0.57	5.83
	Average^b	123 (56.9)	3.50±0.50	(.017)
	Unsatisfied^c	28 (13.0)	3.34±0.57
Satisfaction with service activity	Satisfied^a	74 (34.3)	3.66±0.51	9.91
	Average^b	111 (51.4)	3.50±0.53	(.002)
	Unsatisfied^c	31 (14.4)	3.25±0.54	a＞c
Perceived leadership level	High^a	35 (16.2)	3.79±0.62	17.05
	Average^b	139 (64.4)	3.51±0.46	(＜.001)
	Low^c	42 (19.4)	3.30±0.61	a＞b＞c

Table 2.

Levels of Metacognition, Emotional Intelligence, and Self-leadership (N=216)

Variables	M±SD	Min~Max
Metacognition	3.46±0.43	2.27~4.77
Metacognitive knowledge	3.64±0.53	2.13~5.00
Metacognitive control	3.28±0.43	2.40~4.73
Emotional intelligence	3.63±0.48	2.13~4.63
Self emotional appraisal	3.66±0.50	1.75~5.00
Others emotional appraisal	3.65±0.60	1.50~5.00
Use of emotion	3.62±0.64	1.75~5.00
Regulator of emotions	3.58±0.56	1.75~5.00
Self-leadership	3.52±0.54	2.06~4.89
Constructive thought pattern	3.58±0.59	1.88~5.00
strategies
Behavior-focused strategies	3.55±0.60	2.00~5.00
Natural reward strategies	3.43±0.71	1.17~5.00

Table 3.

Relationship among Metacognition, Emotional Intelligence, and Self-leadership (N=216)

Variables	1	2	3	4	5
Variables	r (p)	r (p)	r (p)	r (p)	r (p)
1. Metacognition
2. Emotional intelligence	.55 (＜.001)
3. Self-leadership	.61 (＜.001)	.61 (＜.001)
4. Constructive thought pattern strategies	.54 (＜.001)	.57 (＜.001)	.88 (＜.001)
5. Behavior-focused strategies	.62 (＜.001)	.51 (＜.001)	.81 (＜.001)	.60 (＜.001)
6. Natural reward strategies	.43 (＜.001)	.49 (＜.001)	.86 (＜.001)	.66 (＜.001)	.49 (＜.001)

Table 4.

Factors Influencing Self-leadership (N=216)

Variables	B	SE	β	t	p
(Constant)	0.49	0.29		1.72	.087
Metacognitive control	0.35	0.08	.28	4.49	＜.001
Regulator of emotions	0.24	0.07	.25	3.60	＜.001
Self-emotional appraisal	0.19	0.07	.17	2.75	.006
Metaconitive knowledge	0.15	0.06	.15	2.32	.021
Perceived leadership level (Dummy 2)*	-0.09	0.05	-.10	-2.04	.043
		R²=.49, Adjusted R²=.48, F=41.53, p＜.001

*Dummy variables: Perceived leadership level (High=0, Dummy 1=Average, Dummy 2=Low).

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