Effects Of Achievement Motivation And Emotional Intelligence On Clinical Behavior Of Undergraduates Of Nursing

Objective：To investigate the current status of achievement motivation, emotionalintelligence and clinical behavior of undergraduates of nursing, and to explore theinfluential factors of achievement motivation and emotional intelligence, and to studythe effects of achievement motivation and emotional intelligence on clinical behaviorof undergraduates, and also to analyze the mediator effect of achievement motivationbetween emotional intelligence and clinical behavior. It may provide the basis forimproving the clinical behavior of undergraduates of nursing.Methods:Selected518undergraduates of nursing as research samples from threeuniversities in Hunan Province (Central South University, University of South China,XiangNan University) with the method of cluster sampling. They were asked toanswer the questions involving in General Information Questionnaire, AchievementMotivation Scale, Emotional Intelligence Scale and BSN’s Clinical Evaluation Tool.The statistical software SPSSl3.0was used to analyze the collected data. Thestatistical methods included statistical description, t-test, one-way ANOVA, Pearsoncorrelation analysis, regression analysis and so on.Results:(1) The scores of achievement motivation and its dimension of pursuing success oravoiding failure were7.38±10.44,40.83±7.01and33.45±8.59, respectively. The score of pursuing success was significantly higher than that of avoiding failure (P <0.01). They were significantly different for the scores of achievement motivationamong undergraduates of nursing from different gender, characters, extracurricularactivity, practice time, professional interests, and whether they chaired or served asthe student leaders (P <0.05).(2)The scores of emotional intelligence and its dimension of emotional perception,emotional management, others emotion management or emotion utilization wererespectively3.83±0.39,3.63±0.43,3.88±0.46,3.89±0.46and4.03±0.55. There wasstatistical difference among4dimensions (P <0.05). They were statistically differentfor the scores of emotional intelligence among undergraduates of nursing fromdifferent gender, extracurricular activity, professional interests, whether only child ornot, and whether they chaired or served as the student leaders (P <0.05).(3) The scores of clinical behavior and its dimensions of cognitive domain, emotionaldomain or practical domain were3.78±0.45,3.46±0.58,3.94±0.48and3.92±0.53.There was statistically significant difference among3dimensions (P <0.01).(4) The achievement motivation was positively correlated with clinical behavior(P<0.01); Emotional intelligence was also positively correlated with clinical behavior(P<0.01). The direct effect of emotional intelligence on clinical behavior was0.414,and the indirect effect through achievement motivation was0.111. Achievementmotivation played an intermediary role in emotional intelligence and clinicalbehavior.Conclusion:(1) The pursuing success motivation of undergraduates of nursing is stronger thanavoiding failure motivation. Gender, personality, whether chaired or served as thestudent leaders, extracurricular activities, practice time and professional interests arethe influential factors for their achievement motivation.(2) The emotional intelligence of undergraduates of nursing is at a higher level.Gender, whether only child or not, whether chaired or served as the student leaders,extracurricular activities and professional interests are the influential factors for their emotional intelligence.(3) The clinical behavior of undergraduates of nursing is at a higher level, but theirinterior development is lopsided. The ability of applying theory to direct practiceshould be improved.(4) In order to improve the clinical behavior, we can take measures to enhanceachievement motivation and emotional intelligence first.