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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

Copyright © 2019 Korean Academy of Nursing Administration

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
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 yeara 61 (28.2) 3.61±0.50 3.37
Second yearb 35 (16.2) 3.62±0.52 (.068)
Third yearc 58 (26.9) 3.35±0.56
Fourth yeard 62 (28.7) 3.52±0.54
Level of grade ≤2.99a 31 (14.4) 3.69±0.49 6.51
3.00~3.69b 118 (54.6) 3.53±0.53 (.011)
≥3.70c 67 (31.0) 3.29±0.56 a＞c
Satisfaction with major Satisfieda 144 (60.3) 3.67±0.55 13.04
Averageb 93 (38.9) 3.47±0.51 (＜.001)
Unsatisfiedc 2 (0.8) 3.10±0.42 a＞b＞c
Satisfaction with clinical practice Satisfieda 76 (35.2) 3.67±0.53 10.00
Averageb 127 (58.8) 3.48±0.51 (.002)
Unsatisfiedc 13 (6.0) 3.30±0.56 a＞c
Satisfaction with club activity Satisfieda 65 (30.1) 3.61±0.57 5.83
Averageb 123 (56.9) 3.50±0.50 (.017)
Unsatisfiedc 28 (13.0) 3.34±0.57
Satisfaction with service activity Satisfieda 74 (34.3) 3.66±0.51 9.91
Averageb 111 (51.4) 3.50±0.53 (.002)
Unsatisfiedc 31 (14.4) 3.25±0.54 a＞c
Perceived leadership level Higha 35 (16.2) 3.79±0.62 17.05
Averageb 139 (64.4) 3.51±0.46 (＜.001)
Lowc 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
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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