Investigating the relationship between electronic learning and emotional and cultural intelligence of 2021-2022 incoming nursing students at Shiraz University of Medical Sciences

Investigating the relationship between electronic learning and emotional and cultural intelligence of 2021-2022 incoming nursing students at Shiraz University of Medical Sciences | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Investigating the relationship between electronic learning and emotional and cultural intelligence of 2021-2022 incoming nursing students at Shiraz University of Medical Sciences Nasrin Shokrpour, Zenab Soleymani, Amir Yusef Farahmandi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4155487/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 19 Nov, 2024 Read the published version in BMC Medical Education → Version 1 posted 14 You are reading this latest preprint version Abstract Background: The present research aimed to investigate the relationship between electronic learning and emotional and cultural intelligence in Shiraz University of Medical Sciences nursing students who entered the university in the years 2021 and 2022. Methods: This is a cross-sectional and correlational study conducted in the School of Nursing in Shiraz University of Medical Sciences. 172 nursing students who were studying in the academic year 2021-2022 participated in this study. 90 nursing students in 2021 and 82 in 2022 entered the university. Using Morgan's sampling table, we selected 118 nursing students as the statistical sample. Due to the emergence of the Covid-19, available sampling was used. To collect the data, we used three emotional intelligence, cultural intelligence, and e-learning questionnaires. Pearson's correlation coefficient and multiple linear regression test were employed to analyze the data. Results: It was shown that there was a significant relationship between emotional intelligence and e-learning with students' cultural intelligence. In addition, there was a significant relationship between electronic learning and emotional intelligence dimensions. Also, there was a positive and significant relationship between e-learning and the dimensions of cultural intelligence. The optimism, strategic, and motivational components could predict electronic learning in students. Discussion and conclusion: According to the findings of the research, e-learning is a new teaching method that was used in Iran following the conditions of the COVID-19 pandemic in the world, which provides many educational opportunities for the educational system of the country. It exists and it prompted experts and curriculum specialists to examine e-learning and its influencing factors seriously and comprehensively. When students are at a favorable level in terms of emotional intelligence and spiritual intelligence, they can accept electronic learning and improve and develop it. e-learning Emotional intelligence Nursing students. Background The integration of electronic technologies in the teaching and learning process is necessary and inevitable. According to the society they live in, learners should be able to use electronic media for lifelong learning and education. The strong and growing trend towards electronic learning indicates various advantages of this method over traditional methods of education (1) E-learning is a web-based environment where students and professors interact. This environment somehow replaces a normal electronic class with facilities such as video conference and multimedia systems, and it simulates the students and provides the possibility of learning lessons instead of participating in the classroom or, in addition to that, through other methods such as video conference, chat, e-mail, and share documents (2). It is believed that conventional intelligence is a limited definition, and emotional intelligence shows how successful we are in work and play (3). People with higher emotional intelligence regulate emotions and react meaningfully under stress (4), quickly and accurately mix competencies (5), and solve problems with logical explanations (6, 7). Preston et al. emphasize that emotional intelligence is a person's ability to coordinate with his and others' emotions and guide their behavior. People with higher emotional intelligence are empathetic to others (8) and tend to reduce and resolve conflicts; they are calm under pressure, listen, and reflect and respond to constructive criticism better than their peers (9). Emotional intelligence requires a person's competence in identifying and understanding emotions and allows people to understand and manage those emotions successfully; it has three assumptions: emotions play a fundamental role in people and in their ability to understand and practice different emotions, it can be developed and improved during a person's life, and these variances cause individual adaptation to different contexts (1). Kaftsius et al. believed that self-conscious people might be seen as dishonest, manipulative, or overly controlling (10). Davis and Nichols stated that emotional intelligence, such as emotional awareness, could negatively affect a person's capacity to cope with emotionally related situations, leading to adverse intrapersonal effects such as overreaction to stress, including manipulative behaviors and becoming antisocial (11). In this regard, Ng et al. state that the concept of cultural intelligence was first introduced by Dieterman and Sternberg (1986) as one of the dimensions of multidimensional intelligence. Cultural intelligence refers to personal capacities that enable a person to interact with other people from different backgrounds and cultural backgrounds. Cultural intelligence is a sign of the ability to be effective between different cultures and this skill can be taught to people. In short, cultural intelligence can be defined as a person's ability to successfully adapt to a new cultural environment, which also has areas of cross-cultural education (12). It seems that cultural intelligence is an inevitable necessity in medical professions. This phenomenon, which is defined as a person's ability to successfully adapt to new cultural environments, helps the employees of medical departments to perform their duties with people who have different cultures and different ethnic and racial backgrounds and have work and social interaction (13). Learners, especially in higher education, are the most important part of the education system in a country, and it is very important to pay attention to their educational and learning issues and, accordingly, academic progress and career future. Due to the COVID-19 pandemic and its complications that threaten the mental and physical health of those affected, health protocols are compiled and implemented, and one of the cases that was included in this framework is the virtualization of education and the closing of schools. Changes in teaching methods and educational system and adapting to the crisis conditions and tensions that we have faced in this field are among the serious challenges for learners, higher education, professors, and families. Therefore, it is important to pay attention to the factors that are effective in e-learning. In this research, two important factors of emotional and cultural intelligence are discussed. There is a research gap in the fact that no study has been conducted in the field of e-learning and cultural intelligence, and most of the research conducted in the field of e-learning and emotional intelligence is on the statistical population of students, and less has been done in the field of medical services. In this field, several studies have been conducted; Shakurzadeh in a study entitled “The role of emotional intelligence and digital literacy on e-learning and its role in the resilience of Tabriz Islamic Azad University students during the Corona pandemic” showed that there was a strong relationship between emotional intelligence and digital literacy and e-learning with the resilience of Azad University students during the Covid-19 pandemic. The findings of the research indicated that the variable of emotional intelligence alone explained 11.6% of the variance of the equation, digital literacy explained 12.6% of the variance of the equation of resilience, and the electronic learning component explained 15.8% of the variance of resilience. In general, the variables of emotional intelligence, digital literacy, and electronic learning have a significant relationship with students' resilience, and these variables predict the resilience variable (14). Rahgozar and Abadian in their research entitled “Tahl model: The results of training flow, emotional intelligence, and motivation with the success of virtual training based on computer games using structural equation modeling” showed that there was a significant relationship between training flow and emotional intelligence as well as training and motivation. According to the obtained results, there was a significant relationship between the flow of education and the success of virtual education based on computer games. There was also a significant relationship between emotional intelligence and motivation, as well as between emotional intelligence and the success of virtual education based on computer games. The relationship between motivation and success of virtual education based on computer games was also confirmed (15). Nikomanesh and Shabani in a study entitled "Evaluation of the role of distance education with emotional intelligence and cognitive intelligence of students in the era of Corona" showed that there was a significant relationship between distance education and emotional intelligence. When there was a significant relationship between the two variables, the direction between the two is direct, and when there was a significant relationship between distance education and cognitive intelligence, the direction of the relationship was inverse. When there was a significant relationship between cognitive intelligence and emotional intelligence, the direction of the relationship was the opposite (16). Embaye et al. (2022) in their research entitled “Applying trait emotional intelligence in an adaptable E-learning environment” suggested that there were three important groups of students: those with "average characteristics, average performance, "those with "slightly above average trait emotional intelligence, high performers," and those with "trait emotional intelligence, outstanding performers." The characteristics that distinguish most of the high-functioning group from the others are the extent to which the cluster members have a high score of well-being, self-control, emotions, sociability, and, in general, a higher record of global profiles of trait emotional intelligence (17). Wahab et al. in 2022 in a study entitled “Student's perception of instructor's emotional intelligence and student's performance during online learning at a public university in Malaysia: A correlational study” showed that there was a relationship between student's perception of instructors' emotional intelligence and students' performance during online learning at a public university in Malaysia. (18). Kaur indicated that teachers with emotional intelligence had higher degrees of interaction with their students in both academic and non-academic factors. It also emerged as a critical factor in increasing teachers' job satisfaction (19). According to the mentioned materials, the present research seeks to answer the question of whether there is a significant relationship between electronic learning and emotional intelligence and cultural intelligence among Shiraz University of Medical Sciences medical students. We hypothesized that there is a significant relationship between electronic learning and the emotional intelligence and cultural intelligence of students and that emotional intelligence and cultural intelligence can predict students' electronic learning. Methods This is a descriptive-correlation study conducted using Pearson's correlation coefficient and linear regression method which examined the relationship between electronic learning and emotional intelligence and cultural intelligence of students. The participants were nursing students of Shiraz University of Medical Sciences, who were 172 individuals studying at this university in the academic year 2021–2022. The number of incoming nursing students in the year 2021 was equal to 90, and that of the year 2020 was equal to 82. Using Morgan's sampling table, we selected 118 nursing students as the statistical sample. According to the number of the research community, this value in the statistical sample column in Morgan's sampling table is equal to 118 subjects. The available sampling method was used in this research. To collect information, we used electronic learning, emotional intelligence, and cultural intelligence questionnaires. The e-learning questionnaire was developed and designed by Watkins et al. in 2004 ( 20 ) and contains 27 questions and 6 components related to access to technology (1 to 3), motivation, (13 to 15), continuous communication skills (4 to 11), ability to learn through media (16 to 18), Internet group discussions (19 to 22), and important issues for success in e-learning (23 to 27); it measures e-learning based on the Likert scale with questions such as “I am equipped with the basic skills of Internet search and access to information.” In his project, Ahangar Saleh Bani evaluated the validity of the content, form, and criteria of this questionnaire. Cronbach's alpha coefficient calculated in Ahangar Saleh Bani's research for this questionnaire was estimated to be above 0.7 ( 21 ). The emotional intelligence questionnaire devised by Petrides et al. is a 30-question questionnaire called Emotional Intelligence of Students, including 15 subscales with 4 factors called well-being, self-control, irritability, and warm-bloodedness. The range of scores is between 30 and 210, with higher scores indicating more emotional intelligence. the scoring method is from “Completely agree” to “Completely disagree” ( 22 ). The validity and reliability of this questionnaire were estimated by Bayani ( 23 ). Petrides and Farnham reported 0.84 and 0.89 in men and women, respectively, for the validity of the questionnaire using the internal consistency method ( 22 ). Cooper and Petrides confirmed the validity and reliability of the questionnaire ( 24 ). Ahmadi et al. (2015) reported the validity of the questionnaire using the internal consistency method in the sample of students as 0.76 and 0.71, respectively ( 25 ). The cultural intelligence questionnaire was devised by Eng et al. in 2004 and includes 20 items. The questions are scored using a seven-point Likert scale and have four factors of cultural intelligence: strategic (1 to 5), cognitive (6 to 10), motivational (11 to 15), and behavioral (16 to 20). ( 26 ) In Ballou's research, by using the opinion of experts and experienced professors in the field of cultural affairs management, the formal and content validity of the measurement tool was approved in measuring the research variables. Formal validity and content validity were both examined through the judgment of experts and experienced professors in the field of cultural affairs management, and their opinions were applied. The reliability of the questionnaire using Cronbach's alpha method in Balue's research for strategic, cognitive, motivational, and behavioral components was obtained as 0.75, 0.75, 0.74, and 0.74, respectively ( 26 ). Also, in the research of Mousavi Chalak et al., Cronbach's alpha coefficient was equal to 0.80 ( 20 , 27 ). For data analysis, SPSS version 25 was used, and descriptive statistics methods (mean, standard deviation, frequency) and Pearson correlation coefficient statistical methods were applied to test the main hypothesis, and regression analysis was used to test the second hypothesis of the study. The significance level for all tests was considered less than 0.05. This study was approved by the ethics committee of Shiraz University of Medical Sciences with the code of IR.SUMS.REC.1402-028, and the participants’ informed consent was obtained before they filled out the questionnaires. Results To test the main hypothesis of the research, “There is a significant relationship between electronic learning and emotional intelligence and cultural intelligence of students”, we used the Pearson correlation test, and the results are shown in Table 1 . Table 1 The relationship between electronic learning and emotional intelligence and cultural intelligence of students Cultural Intelligence 326/0 The correlation coefficient Optimism 000/0 Significance level 310/0 The correlation coefficient Optimism 000/0 Significance level 509/0 The correlation coefficient Optimism 001/0 Significance level 611/0 The correlation coefficient Social skill 000/0 Significance level 714/0 The correlation coefficient Technology 000/0 Significance level 732/0 The correlation coefficient Skill 000/0 Significance level 425/0 The correlation coefficient Motivation 000/0 Significance level 639/0 The correlation coefficient Learning ability 000/0 Significance level 512/0 The correlation coefficient Internet conversations 000/0 Significance level 551/0 The correlation coefficient Success 000/0 Significance level According to the results, there was a positive and significant relationship between the dimensions of e-learning and emotional intelligence with cultural intelligence. In other words, with the increase in emotional intelligence and electronic learning, the level of cultural intelligence of students also increases. To test whether there is a significant relationship between electronic learning and emotional intelligence components of students, we also used a Pearson correlation test. (Table 2 ) Table 2 The relationship between electronic learning and emotional intelligence components e-learning 0/435 The correlation coefficient Optimism 000/0 Significance level 341/0 The correlation coefficient Understanding 000/0 Significance level 246/0 The correlation coefficient Control 007/0 Significance level 271/0 The correlation coefficient Social skill 000/0 Significance level As seen in the Table, there was a positive and significant relationship between all dimensions of emotional intelligence and electronic learning. In other words, with the increase of optimism, understanding, control, and social skills, the amount of electronic learning by students also increased. we also tested whether there is a significant relationship between electronic learning and the cultural intelligence components of students. (Table 3 ) Table 3 The relationship between e-learning and cultural intelligence components e-learning 483/0 The correlation coefficient Strategic 000/0 Significance level 767/0 The correlation coefficient Cognitive 000/0 Significance level 904/0 The correlation coefficient Motivational 000/0 Significance level 728/0 The correlation coefficient Behavioral 000/0 Significance level According to the above table,, there was a positive and significant relationship between e-learning and the components of cultural intelligence. In other words, with the increase in emotional intelligence, the amount of electronic learning also increased. To find out whether emotional intelligence and cultural intelligence can predict the students' electronic learning, we used linear regression tests separately and the results are shown in Tables 4 and 5 . Table 4 Linear regression results to check the prediction of e-learning by emotional intelligence P T β R 2 justified R 2 R P F predictor variable Criterion variable 006/0 809/2 328/0 191/0 216/0 468/0 000/0 917/7 Optimism e-learning 656/0 447/0 054/0 - - - - - Understanding 229/0 208/1 115/0 - - - - Control 234/0 197/1 110/0 - - - - - Social skill As shown in the Table, the value of linear correlation coefficient was equal to 0.468, which indicates a favorable correlation between the set of independent variables and the dependent variable. Further, the value of the adjusted coefficient of determination (0.191) was 19.1% of the total variance changes of the e-learning variable dependent on the independent variable. According to the t statistic and the significance level of this test, only the optimism component was included in the regression plan. Therefore, the regression model is appropriate. Finally, there was a significant relationship between the independent and dependent variables. In other words, the optimism component can predict e-learning. Moreover, to find out whether cultural intelligence can predict the students' electronic learning, we ran another regression test. (Table 5 ) Table 5 Linear regression results to check the prediction of e-learning by cultural intelligence P T β R 2 justified R 2 R P F predictor variable Criterion variable 002/0 190/3 341/0 428/0 448/0 669/0 000/0 918/22 strategic e-learning 053/0 192/1 185/0 - - - - - cognitive 000/0 260/4 314/0 - - - - motivational 491/0 692/0 071/0 - - - - - behavioral s shown in the above Table for the fitted regression, the value of the linear correlation coefficient was equal to 0.669, which indicated a very favorable correlation between the set of independent variables and the dependent variable. Also, the value of the adjusted coefficient of determination (0.428) indicated that 42.8% of the total changes in the variance of the e-learning variable depended on the independent variable. According to the t statistic and the significance level of this test, the strategic and motivational component was included in the regression plan. Therefore, the regression model is appropriate. In addition, there was a significant relationship between the independent and dependent variables. In other words, the strategic and motivational components can predict electronic learning. Discussion and Conclusion The main hypothesis of the research states that there is a significant relationship between e-learning and emotional intelligence with students' cultural intelligence. The research hypothesis was confirmed. The results of the studies of Shakurzadeh (14), Rahgozar and Abadian (15), Piraysh and Benasaz (28), Ahmadi et al. (25), Ambay et al. (29), Wahab et al. (18), Alam et al. (30), Leonardo (31) are in the same line with those of the present study. In this regard, it can be said that the relationship between emotional intelligence and electronic learning or virtual education is a very serious and challenging issue that has led to numerous studies in this field. Emotional intelligence is an ability that can be improved by students by using self-awareness, self-control skills, and self-management. Understanding its effectiveness with compassion and empathy and behaving with proper regulation and management of relationships in such a way that they develop their motivation and performance are of high importance. Today, due to the increasing need of people for education and learning, lack of economic facilities professional trainers, and access to educational centers as well as the high costs planners and specialists have suggested that a curriculum in which, with the help of new educational technologies, new methods that are both economical and cost-effective and train many people at the same time should be designed. Virtual education or e-learning in the country has not received due attention due to lack of acceptance of technology and culture, lack of awareness and recognition and positive and negative consequences, and lack of educational facilities, technology, and technological infrastructure. This teaching method is more difficult for families and educational system than for students. One of the factors that can play a constructive and practical role is the development of cultural intelligence, which is different according to the social and cultural values and norms of each country and requires the attention of authorities’ compassion, planning, and basic measures in this field. It was also found in this study that there was a significant relationship between electronic learning and the emotional intelligence components of students. The results are consistent with those of the studies conducted by Shakurzadeh (14), Rahgozar and Abadian (15), Piraysh and Benasaz (28), Ambay et al. (29), and Leonardo (31). In explaining the findings of this research, it can be said that for academic success, learners must learn skills to face stressful situations, maintain a positive attitude, and interact with professors. By learning and applying emotional intelligence techniques, students' psychological tensions can be dealt with and their performance can be increased. Emotional intelligence increases academic performance and reduces psychological stress among students, and this is more common in nursing students who experience a lot of psychological stress in their work and academic environment. It also increases emotional intelligence skills, communication skills, and people's ability to create and maintain social networks, which also contributes to mental health, academic and career success, and motivation. People who have higher emotional intelligence show social and individual adaptation as well as social skills, resilience, psychological pressure, well-being, and better academic performance. E-learning is the most important teaching method, which has received a lot of attention in the education system of the country after the days of Corona. Virtual education in the universities in our country has many problems and challenges, including lack of awareness, acceptance of new teaching methods, lack of familiarity with technology, educational facilities and technological infrastructures, lack of students' compatibility and interaction with professors and e-learning environment, and tension and psychological pressure. Emotions, methods of self-awareness, management and control over behavior, thoughts and feelings, optimism, critical thinking, development of communication skills, and personality traits are effective in improving and developing electronic learning or virtual education. In this study, we also found that there was a significant relationship between electronic learning and the components of cultural intelligence of students. No results were found consistent with this research hypothesis. One of the most important reasons for the success of e-learning is the level of cultural intelligence. In fact, acculturation and provision of a suitable platform provide the grounds for acceptance, planning, and adaptation to new methods of teaching and learning using communication technologies. It is necessary to comply with the cultural standards that are appropriate to the values, norms, educational criteria, and content of textbooks at the discretion of the planners and authors of the textbooks, as well as the religious beliefs and educational system of any given country. To develop and popularize virtual education, the educational system in the country must, in the first step, believe in the necessity and effectiveness of virtual education or e-learning to be able to talk about its application and use by students and professors and then design the necessary platform for continuation and provide the stability of e-learning in the higher education. The higher the level of cultural intelligence of students and professors in particular and the education system of the country in general, the more and better the tendency toward electronic learning. It was also revealed in this study that emotional intelligence could predict the students' electronic learning. The results of the studies of Shakurzadeh (14), Rahgozar and Abadian (15), Piraysh and Benasaz (28), Ahmadi et al. (25), Embaye et al. (17), Wahab et al. (18), Alam et al. (29), and Leonardo (30) are consistent with those of the present study. In explaining the findings of the research, it can be said that emotional intelligence instills higher skills in students in the field of personal management, emotional self-awareness, and understanding of emotions and feelings. Accordingly, people are suggested to deal with the problems and challenges of life. Given that virtual education and learning environments are stressful and students experience a lot of stress, they need mutual understanding. The optimism component positively and significantly predicts e-learning. Other components of emotional intelligence could not predict e-learning. Therefore, it is important to pay attention to this issue. Optimism is one of the most important factors and components of emotional intelligence, which will play a very important role in the development of e-learning and its effectiveness. Optimism refers to positive and hopeful beliefs about issues and situations and related challenges. It leads to the quality of learning, education and teaching, academic progress, academic and career motivation, job and academic satisfaction, performance, academic and career success, commitment and loyalty, critical thinking, reduction of job burnout, improvement of virtual education, etc. E-learning is faced with many challenges and problems in the education system of the country. One of the factors that can be effective in solving the problems related to e-learning and its development is the positive insight and perspective in this field, awareness of the positive effects of e-learning in learning and education, and the level of motivation and enthusiasm of students, professors, and e-learning presenters. The higher the level of self-awareness, control of emotions, and emotions, the greater the effectiveness and optimism towards e-learning. The fifth hypothesis states that cultural intelligence can predict the students' electronic learning. The research hypothesis was confirmed. The results of this research are in line with the studies of Hajizadeh (2021) and Dalili Saleh (2019) (31, 32). In explaining the findings of the research, it can be said that cultural intelligence is in line with emotional intelligence and that it has a complementary and strategic role. The basis of emotional intelligence is that students are familiar with their culture and values. The importance of the role of cultural intelligence is revealed when emotional intelligence shows its weaknesses and limitations, and cultural intelligence, with the foundation and strategies it provides, not only eliminates the weaknesses of emotional intelligence but also causes the improvement and development of emotional intelligence and provides the fields of strengthening and virtual training. The motivational element helps people to persevere in the face of obstacles so that they can adapt to other cultures. This section may be the most difficult or ambiguous component of cultural intelligence. Being motivated, having perseverance, and having strong belief are very effective in this way. Cultures differ from each other in many ways. Without sufficient motivation, cultural intelligence is meaningless. This element considers the ability to empathize. The desire to communicate and persist on the way to the goal covers the biggest cultural gaps. Also, the strategic component is effective in students' electronic learning. The cognitive or strategic element refers to the general thinking skills that people use to understand how and why to operate in new environments. In addition to people's opinions and values, this knowledge also includes the methods and procedures that others use to do work. For many people, it is difficult to find an opening to foreign cultures; however, a person who has a strong cultural intelligence from the mental and cognitive aspects will quickly find some common concepts. The relationship between cultural intelligence and e-learning is not hidden from anyone. Electronic learning, which is named by other titles such as electronic education, virtual education, and online or online education plays a very important role in the learning and education of students. To realize e-learning, it is necessary to create a culture and stabilize its position in the educational system. The requirement for this is the development of cultural intelligence in higher education to promote the electronic learning of students so that its challenges and disadvantages can be solved, and educational opportunities can arise. Among the applications of emotional intelligence and cultural intelligence in e-learning can be the development of academic progress, continuous and effective learning, the ability to understand one's own and other's emotions, the development of compatible emotions and reduction of incompatible emotions, the development of self-efficacy and communication skills, the development of academic and career motivation, reduction of academic stress and anxiety, development of psychological resilience, social responsibility and competence perception, and development of creative and critical thinking. Among the limitations of the research is that this research was conducted on nursing students, so its generalization to other educational levels, students of other disciplines, and other people is limited. This research is of correlation type and only the relationship between the variables has been examined, so it is not possible to understand the cause-and-effect relationships between the variables. This research was conducted in Shiraz, Iran. Therefore, caution should be exercised in generalizing the results of this research to other cultures and cities. It is suggested to conduct research on this subject with a statistical sample from the student population and use quantitative-qualitative research tools to measure the variables. In another research, the topic was developed, and students were compared and evaluated in terms of emotional intelligence and its components and cultural intelligence about electronic learning with other universities. To determine the causal relationships of the variables in the research, it is suggested that this research be carried out with experimental models and different interventions. It is also suggested to hold seminars to acquaint students with the emotional atmosphere of the university environment to accept changes, technology, and virtual education. Emphasizing the positive points of electronic education through lectures, posters, and short-term incentives to create a suitable psychological environment for students who study with virtual methods is of high importance. Using academic advisors and holding meetings with students before encountering educational changes from traditional to electronic methods is also important. It is suggested that by holding and implementing emotional and cultural intelligence training courses and their applications in improving performance, adapting, accepting change, and creating a positive attitude towards change and innovation, they can help in strengthening and effectiveness of e-learning. Declarations Ethics approval and consent to participate: This study was approved by the ethics committee of Shiraz University of Medical Sciences with the code number IR.SUMS.REC.1402-028. The participants’ informed consent was obtained before they filled out the questionnaires. All procedures were performed in accordance with the Declaration of Helsinki. Consent for publication: Not Applicable Availability of data and materials: The data will be available through a request from the corresponding author. Competing interests: The authors declare they have no conflict of interest. Funding: No organization supported this study financially. Authors' contributions: NSh developed the concept of the study, supervised the study, analyzed and interpreted the results, and edited and approved the final draft; ZS performed the review of the literature, collected the data, prepared the first draft, and approved the final draft; AYF did the statistical analysis, supervised the preparation of the first draft, and approved the final draft. All authors read and approved the final manuscript. Acknowledgment: We would like to thank all the students who cooperated in this study and filled out the questionnaires. References Lee SH. Research and development of haptic simulator for dental education using virtual reality and user motion. International Journal of Advanced Culture Technology. 2018;6(4):52-7. Zarei A, Dehghani M. Challenges of electronic learning: A study with phenomenological approach. Information and Communication Technology in Educational Sciences. 2018;9(1):59-81. Arora B. 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Investigating the impact of knowledge management processes on e-learning (case study: General Inspection Organization of the country). Islamic Azad University, Central Tehran branch. Faculty of Management. (2013). Petrides KV, Frederickson N, Furnham A. The role of trait emotional intelligencein academic performance and deviant behavior at school. Personality and Individual Differences. 2006; 36: 277- 293. Bayani A.A. Validity and preliminary reliability of the short form of emotional intelligence questionnaire in students. Psychological Methods and Models. 2015: 6 (22); 1-16. Ang S, Van Dyne L, Koh C, Ng KY. The measurement of cultural intelligence. In Academy of Management Meetings Symposium on Cultural Intelligence in the 21st century, New Orleans, L 2004 Aug 23. Cooper A, Petrides KV. A psychometric analysis of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF) using item response theory. Journal of Personality Assessment. 2010 Aug 16;92(5):449-57. Ahmadi M; Sadouqi M. Abbaspour Gilakjani A. Electronic education in the era of Corona: Using emotional intelligence strategies to deal with academic stress in students. The Quarterly Journal of New Research Approaches in Management and Accounting, 2021:5 (83). Balu Y. The relationship between cultural intelligence and cultural diversity with participation in cultural activities among the clients of cultural and artistic organization in districts 1 and 14 of Tehran, (2016). Master's thesis of Khorasgan Islamic Azad University, Isfahan. Mousavi Chalak A, Elsadat Hosseini A, Pourbakhshian A. The effect of cultural intelligence on students' social capital (case study: Payam Noor University, Ramsar Center). Educational Management Innovations, (2014); 10 (2): 73-87. Pirayesh H, Banasaz M. The impact of emotional intelligence on e-learning. The sixth national conference on new approaches in education and research. 2021. Alam A. Cloud-Based E-learning: Scaffolding the Environment for Adaptive E-learning Ecosystem Based on Cloud Computing Infrastructure. InComputer Communication, Networking and IoT 2023 (pp. 1-9). Springer, Singapore. Leonardo ZV. Uso de la Tecnología de la Información y Comunicación en educación virtual y su correlación con la Inteligencia Emocional de docentes en el Ecuador en contexto COVID-19. Revista Ibérica de Sistemas e Tecnologias de Informa. 2020; (40): 31-44. HajizadehA, ZamanzadehV, KakemamE, BahreiniR, Khodayari-Zarnaq R. Factors influencing nurses participation in the health policy-making process: A systematic review. BMC Nurs. 2021 Jul 12;20(1):128. doi: 10.1186/s12912-021-00648-6. Dalili Saleh M. Hassannejad F . Tabarai Y. Examining the readiness of e-learning among students of Sabzevar University of Medical Sciences in 2013-2014. Journal of Sabzevar University of Medical Sciences. 2017. 25 (3): 429-440. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 19 Nov, 2024 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 27 Jun, 2024 Reviewers agreed at journal 25 Jun, 2024 Reviews received at journal 21 Jun, 2024 Reviewers agreed at journal 21 Jun, 2024 Reviewers agreed at journal 20 Jun, 2024 Reviews received at journal 20 Jun, 2024 Reviewers agreed at journal 19 Jun, 2024 Reviewers agreed at journal 19 Jun, 2024 Reviewers agreed at journal 17 Jun, 2024 Reviewers invited by journal 17 Jun, 2024 Editor assigned by journal 10 Jun, 2024 Editor invited by journal 29 Mar, 2024 Submission checks completed at journal 29 Mar, 2024 First submitted to journal 23 Mar, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4155487","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":286118122,"identity":"4223068d-e66c-4180-aa22-c75ce098b70f","order_by":0,"name":"Nasrin Shokrpour","email":"","orcid":"","institution":"Shiraz University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Nasrin","middleName":"","lastName":"Shokrpour","suffix":""},{"id":286118123,"identity":"64d57061-6f14-45fa-abb7-e55342a95183","order_by":1,"name":"Zenab Soleymani","email":"","orcid":"","institution":"Shiraz University of Medical Sciences","correspondingAuthor":false,"prefix":"","firstName":"Zenab","middleName":"","lastName":"Soleymani","suffix":""},{"id":286118124,"identity":"5ff02355-2525-493b-9bfb-c48d634a09d2","order_by":2,"name":"Amir Yusef Farahmandi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA7ElEQVRIiWNgGAWjYDAC5gMMDIwNIFZi4wMgycNHUAtbAlxLswFICxsJWhLYJMAChHTwtzE/+/BzxzZ5c/bktsqvOXYybAzMDx/dwKNF4hib8czeM7cNd/Y8bLstuy0Z6DA2Y+McfNbcbzBm4G27zbjhRmLbbcltzEAtPGzS+LTIH2P/zPi37bY9SEux5LZ6wloMjvEYMwNtSQRpYfy47TBhLYbHeIqZZdtuJ28487BZmnHbcR42ZgJ+kTvGvpnxbdtt2w3H0x9+/Lmt2p6fvfnhY7zeRwbMPGCSWOUgwPiDFNWjYBSMglEwYgAAaOZLy8aRlnMAAAAASUVORK5CYII=","orcid":"","institution":"Shiraz University of Medical Sciences","correspondingAuthor":true,"prefix":"","firstName":"Amir","middleName":"Yusef","lastName":"Farahmandi","suffix":""}],"badges":[],"createdAt":"2024-03-23 18:29:20","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4155487/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4155487/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12909-024-06328-8","type":"published","date":"2024-11-19T15:57:14+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":69834797,"identity":"e3613d99-e0d8-4e23-9d0c-8221554635ed","added_by":"auto","created_at":"2024-11-25 16:09:00","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":487883,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4155487/v1/33c8971a-8b99-4a3f-9993-1b32787170fd.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Investigating the relationship between electronic learning and emotional and cultural intelligence of 2021-2022 incoming nursing students at Shiraz University of Medical Sciences","fulltext":[{"header":"Background","content":"\u003cp\u003eThe integration of electronic technologies in the teaching and learning process is necessary and inevitable. According to the society they live in, learners should be able to use electronic media for lifelong learning and education. The strong and growing trend towards electronic learning indicates various advantages of this method over traditional methods of education (1) E-learning is a web-based environment where students and professors interact. This environment somehow replaces a normal electronic class with facilities such as video conference and multimedia systems, and it simulates the students and provides the possibility of learning lessons instead of participating in the classroom or, in addition to that, through other methods such as video conference, chat, e-mail, and share documents (2). It is believed that conventional intelligence is a limited definition, and emotional intelligence shows how successful we are in work and play (3). People with higher emotional intelligence regulate emotions and react meaningfully under stress (4), quickly and accurately mix competencies (5), and solve problems with logical explanations (6, 7). \u0026nbsp; Preston et al. emphasize that emotional intelligence is a person's ability to coordinate with his and others' emotions and guide their behavior. People with higher emotional intelligence are empathetic to others (8) and tend to reduce and resolve conflicts; they are calm under pressure, listen, and reflect and respond to constructive criticism better than their peers (9). Emotional intelligence requires a person's competence in identifying and understanding emotions and allows people to understand and manage those emotions successfully; it has three assumptions: emotions play a fundamental role in people and in their ability to understand and practice different emotions, it can be developed and improved during a person's life, and these variances cause individual adaptation to different contexts (1). Kaftsius et al. believed that self-conscious people might be seen as dishonest, manipulative, or overly controlling (10). Davis and Nichols stated that emotional intelligence, such as emotional awareness, could negatively affect a person's capacity to cope with emotionally related situations, leading to adverse intrapersonal effects such as overreaction to stress, including manipulative behaviors and becoming antisocial (11). In this regard, Ng et al. state that the concept of cultural intelligence was first introduced by Dieterman and Sternberg (1986) as one of the dimensions of multidimensional intelligence. Cultural intelligence refers to personal capacities that enable a person to interact with other people from different backgrounds and cultural backgrounds. Cultural intelligence is a sign of the ability to be effective between different cultures and this skill can be taught to people. In short, cultural intelligence can be defined as a person's ability to successfully adapt to a new cultural environment, which also has areas of cross-cultural education (12). It seems that cultural intelligence is an inevitable necessity in medical professions. This phenomenon, which is defined as a person's ability to successfully adapt to new cultural environments, helps the employees of medical departments to perform their duties with people who have different cultures and different ethnic and racial backgrounds and have work and social interaction (13). Learners, especially in higher education, are the most important part of the education system in a country, and it is very important to pay attention to their educational and learning issues and, accordingly, academic progress and career future. Due to the COVID-19 pandemic and its complications that threaten the mental and physical health of those affected, health protocols are compiled and implemented, and one of the cases that was included in this framework is the virtualization of education and the closing of schools. Changes in teaching methods and educational system and adapting to the crisis conditions and tensions that we have faced in this field are among the serious challenges for learners, higher education, professors, and families. Therefore, it is important to pay attention to the factors that are effective in e-learning. In this research, two important factors of emotional and cultural intelligence are discussed. There is a research gap in the fact that no study has been conducted in the field of e-learning and cultural intelligence, and most of the research conducted in the field of e-learning and emotional intelligence is on the statistical population of students, and less has been done in the field of medical services. In this field, several studies have been conducted; Shakurzadeh in a study entitled “The role of emotional intelligence and digital literacy on e-learning and its role in the resilience of Tabriz Islamic Azad University students during the Corona pandemic” showed that there was a strong relationship between emotional intelligence and digital literacy and e-learning with the resilience of Azad University students during the Covid-19 pandemic. \u0026nbsp;The findings of the research indicated that the variable of emotional intelligence alone explained 11.6% of the variance of the equation, digital literacy explained 12.6% of the variance of the equation of resilience, and the electronic learning component explained 15.8% of the variance of resilience. In general, the variables of emotional intelligence, digital literacy, and electronic learning have a significant relationship with students' resilience, and these variables predict the resilience variable (14). Rahgozar and Abadian in their research entitled “Tahl model: The results of training flow, emotional intelligence, and motivation with the success of virtual training based on computer games using structural equation modeling” showed that there was a significant relationship between training flow and emotional intelligence as well as training and motivation. According to the obtained results, there was a significant relationship between the flow of education and the success of virtual education based on computer games. There was also a significant relationship between emotional intelligence and motivation, as well as between emotional intelligence and the success of virtual education based on computer games. The relationship between motivation and success of virtual education based on computer games was also confirmed (15). Nikomanesh and Shabani in a study entitled \"Evaluation of the role of distance education with emotional intelligence and cognitive intelligence of students in the era of Corona\" showed that there was a significant relationship between distance education and emotional intelligence. When there was a significant relationship between the two variables, the direction between the two is direct, and when there was a significant relationship between distance education and cognitive intelligence, the direction of the relationship was inverse. When there was a significant relationship between cognitive intelligence and emotional intelligence, the direction of the relationship was the opposite (16). Embaye et al. (2022) in their research entitled “Applying trait emotional intelligence in an adaptable E-learning environment” suggested that there were three important groups of students: those with \"average characteristics, average performance, \"those with \"slightly above average trait emotional intelligence, high performers,\" and those with \"trait emotional intelligence, outstanding performers.\" The characteristics that distinguish most of the high-functioning group from the others are the extent to which the cluster members have a high score of well-being, self-control, emotions, sociability, and, in general, a higher record of global profiles of trait emotional intelligence (17). Wahab et al. in 2022 in a study entitled “Student's perception of instructor's emotional intelligence and student's performance during online learning at a public university in Malaysia: A correlational study” showed that there was a relationship between student's perception of instructors' emotional intelligence and students' performance during online learning at a public university in Malaysia. \u0026nbsp; (18). Kaur indicated that teachers with emotional intelligence had higher degrees of interaction with their students in both academic and non-academic factors. It also emerged as a critical factor in increasing teachers' job satisfaction (19). According to the mentioned materials, the present research seeks to answer the question of whether there is a significant relationship between electronic learning and emotional intelligence and cultural intelligence among Shiraz University of Medical Sciences medical students. We hypothesized that there is a significant relationship between electronic learning and the emotional intelligence and cultural intelligence of students and that emotional intelligence and cultural intelligence can predict students' electronic learning.\u0026nbsp;\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003eThis is a descriptive-correlation study conducted using Pearson's correlation coefficient and linear regression method which examined the relationship between electronic learning and emotional intelligence and cultural intelligence of students. The participants were nursing students of Shiraz University of Medical Sciences, who were 172 individuals studying at this university in the academic year 2021\u0026ndash;2022. The number of incoming nursing students in the year 2021 was equal to 90, and that of the year 2020 was equal to 82. Using Morgan's sampling table, we selected 118 nursing students as the statistical sample. According to the number of the research community, this value in the statistical sample column in Morgan's sampling table is equal to 118 subjects. The available sampling method was used in this research. To collect information, we used electronic learning, emotional intelligence, and cultural intelligence questionnaires. The e-learning questionnaire was developed and designed by Watkins et al. in 2004 (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e) and contains 27 questions and 6 components related to access to technology (1 to 3), motivation, (13 to 15), continuous communication skills (4 to 11), ability to learn through media (16 to 18), Internet group discussions (19 to 22), and important issues for success in e-learning (23 to 27); it measures e-learning based on the Likert scale with questions such as \u0026ldquo;I am equipped with the basic skills of Internet search and access to information.\u0026rdquo; In his project, Ahangar Saleh Bani evaluated the validity of the content, form, and criteria of this questionnaire. Cronbach's alpha coefficient calculated in Ahangar Saleh Bani's research for this questionnaire was estimated to be above 0.7 (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe emotional intelligence questionnaire devised by Petrides et al. is a 30-question questionnaire called Emotional Intelligence of Students, including 15 subscales with 4 factors called well-being, self-control, irritability, and warm-bloodedness. The range of scores is between 30 and 210, with higher scores indicating more emotional intelligence. the scoring method is from \u0026ldquo;Completely agree\u0026rdquo; to \u0026ldquo;Completely disagree\u0026rdquo; (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). The validity and reliability of this questionnaire were estimated by Bayani (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e). Petrides and Farnham reported 0.84 and 0.89 in men and women, respectively, for the validity of the questionnaire using the internal consistency method (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). Cooper and Petrides confirmed the validity and reliability of the questionnaire (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). Ahmadi et al. (2015) reported the validity of the questionnaire using the internal consistency method in the sample of students as 0.76 and 0.71, respectively (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe cultural intelligence questionnaire was devised by Eng et al. in 2004 and includes 20 items. The questions are scored using a seven-point Likert scale and have four factors of cultural intelligence: strategic (1 to 5), cognitive (6 to 10), motivational (11 to 15), and behavioral (16 to 20). (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e) In Ballou's research, by using the opinion of experts and experienced professors in the field of cultural affairs management, the formal and content validity of the measurement tool was approved in measuring the research variables. Formal validity and content validity were both examined through the judgment of experts and experienced professors in the field of cultural affairs management, and their opinions were applied. The reliability of the questionnaire using Cronbach's alpha method in Balue's research for strategic, cognitive, motivational, and behavioral components was obtained as 0.75, 0.75, 0.74, and 0.74, respectively (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e). Also, in the research of Mousavi Chalak et al., Cronbach's alpha coefficient was equal to 0.80 (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). For data analysis, SPSS version 25 was used, and descriptive statistics methods (mean, standard deviation, frequency) and Pearson correlation coefficient statistical methods were applied to test the main hypothesis, and regression analysis was used to test the second hypothesis of the study. The significance level for all tests was considered less than 0.05. This study was approved by the ethics committee of Shiraz University of Medical Sciences with the code of IR.SUMS.REC.1402-028, and the participants\u0026rsquo; informed consent was obtained before they filled out the questionnaires.\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e \u003cdiv class=\"BlockQuote\"\u003e \u003cp\u003eTo test the main hypothesis of the research, \u0026ldquo;There is a significant relationship between electronic learning and emotional intelligence and cultural intelligence of students\u0026rdquo;, we used the Pearson correlation test, and the results are shown in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe relationship between electronic learning and emotional intelligence and cultural intelligence of students\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCultural Intelligence\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e326/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eOptimism\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e310/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eOptimism\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e509/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eOptimism\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e001/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e611/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSocial skill\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e714/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eTechnology\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e732/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSkill\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e425/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eMotivation\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e639/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eLearning ability\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e512/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eInternet conversations\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e551/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSuccess\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAccording to the results, there was a positive and significant relationship between the dimensions of e-learning and emotional intelligence with cultural intelligence. In other words, with the increase in emotional intelligence and electronic learning, the level of cultural intelligence of students also increases.\u003c/p\u003e \u003cp\u003eTo test whether there is a significant relationship between electronic learning and emotional intelligence components of students, we also used a Pearson correlation test. (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe relationship between electronic learning and emotional intelligence components\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ee-learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e0/435\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eOptimism\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e341/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eUnderstanding\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e246/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eControl\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e007/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e271/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eSocial skill\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs seen in the Table, there was a positive and significant relationship between all dimensions of emotional intelligence and electronic learning. In other words, with the increase of optimism, understanding, control, and social skills, the amount of electronic learning by students also increased. we also tested whether there is a significant relationship between electronic learning and the cultural intelligence components of students. (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eThe relationship between e-learning and cultural intelligence components\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ee-learning\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e483/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eStrategic\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e767/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eCognitive\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e904/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eMotivational\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e728/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe correlation coefficient\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eBehavioral\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSignificance level\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAccording to the above table,, there was a positive and significant relationship between e-learning and the components of cultural intelligence. In other words, with the increase in emotional intelligence, the amount of electronic learning also increased. To find out whether emotional intelligence and cultural intelligence can predict the students' electronic learning, we used linear regression tests separately and the results are shown in Tables\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e and \u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eLinear regression results to check the prediction of e-learning by emotional intelligence\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"10\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eT\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eR\u003csup\u003e2\u003c/sup\u003ejustified\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eR\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003epredictor variable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eCriterion variable\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e006/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e809/2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e328/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e191/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e216/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e468/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e917/7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eOptimism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003ee-learning\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e656/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e447/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e054/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eUnderstanding\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e229/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e208/1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e115/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eControl\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e234/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e197/1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e110/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003eSocial skill\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAs shown in the Table, the value of linear correlation coefficient was equal to 0.468, which indicates a favorable correlation between the set of independent variables and the dependent variable. Further, the value of the adjusted coefficient of determination (0.191) was 19.1% of the total variance changes of the e-learning variable dependent on the independent variable. According to the t statistic and the significance level of this test, only the optimism component was included in the regression plan. Therefore, the regression model is appropriate. Finally, there was a significant relationship between the independent and dependent variables. In other words, the optimism component can predict e-learning. Moreover, to find out whether cultural intelligence can predict the students' electronic learning, we ran another regression test. (Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eLinear regression results to check the prediction of e-learning by cultural intelligence\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"10\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eT\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eβ\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eR\u003csup\u003e2\u003c/sup\u003ejustified\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eR\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003epredictor variable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eCriterion variable\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e002/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e190/3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e341/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e428/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e448/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e669/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e918/22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003estrategic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003ee-learning\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e053/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e192/1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e185/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003ecognitive\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e000/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e260/4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e314/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003emotivational\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e491/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e692/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e071/0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003ebehavioral\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003es shown in the above Table for the fitted regression, the value of the linear correlation coefficient was equal to 0.669, which indicated a very favorable correlation between the set of independent variables and the dependent variable. Also, the value of the adjusted coefficient of determination (0.428) indicated that 42.8% of the total changes in the variance of the e-learning variable depended on the independent variable. According to the t statistic and the significance level of this test, the strategic and motivational component was included in the regression plan. Therefore, the regression model is appropriate. In addition, there was a significant relationship between the independent and dependent variables. In other words, the strategic and motivational components can predict electronic learning.\u003c/p\u003e"},{"header":"Discussion and Conclusion","content":"\u003cp\u003eThe main hypothesis of the research states that there is a significant relationship between e-learning and emotional intelligence with students\u0026apos; cultural intelligence. The research hypothesis was confirmed. The results of the studies of Shakurzadeh (14), Rahgozar and Abadian (15), Piraysh and Benasaz (28), Ahmadi et al. (25), Ambay et al. (29), Wahab et al. (18), Alam et al. (30), Leonardo (31) are in the same line with those of the present study. In this regard, it can be said that the relationship between emotional intelligence and electronic learning or virtual education is a very serious and challenging issue that has led to numerous studies in this field. Emotional intelligence is an ability that can be improved by students by using self-awareness, self-control skills, and self-management. Understanding its effectiveness with compassion and empathy and behaving with proper regulation and management of relationships in such a way that they develop their motivation and performance are of high importance. Today, due to the increasing need of people for education and learning, lack of economic facilities professional trainers, and access to educational centers as well as the high costs planners and specialists have suggested that a \u0026nbsp;curriculum in which, with the help of new educational technologies, \u0026nbsp;new methods that are both economical and cost-effective and train many people at the same time should be designed. Virtual education or e-learning in the country has not received due attention due to lack of acceptance of technology and culture, lack of awareness and recognition and positive and negative consequences, and lack of educational facilities, technology, and technological infrastructure. This teaching method is more difficult for families and educational system than for students. One of the factors that can play a constructive and practical role is the development of cultural intelligence, which is different according to the social and cultural values and norms of each country and requires the attention of authorities\u0026rsquo; compassion, planning, and basic measures in this field. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIt was also found in this study that there was a significant relationship between electronic learning and the emotional intelligence components of students. The results are consistent with those of the studies conducted by Shakurzadeh (14), Rahgozar and Abadian (15), Piraysh and Benasaz (28), Ambay et al. (29), and Leonardo (31). In explaining the findings of this research, it can be said that for academic success, learners must learn skills to face stressful situations, maintain a positive attitude, and interact with professors. By learning and applying emotional intelligence techniques, students\u0026apos; psychological tensions can be dealt with and their performance can be increased. Emotional intelligence increases academic performance and reduces psychological stress among students, and this is more common in nursing students who experience a lot of psychological stress in their work and academic environment. It also increases emotional intelligence skills, communication skills, and people\u0026apos;s ability to create and maintain social networks, which also contributes to mental health, academic and career success, and motivation. People who have higher emotional intelligence show social and individual adaptation as well as social skills, resilience, psychological pressure, well-being, and better academic performance. E-learning is the most important teaching method, which has received a lot of attention in the education system of the country after the days of Corona. Virtual education in the universities in our country has many problems and challenges, including lack of awareness, acceptance of new teaching methods, lack of familiarity with technology, educational facilities and technological infrastructures, lack of students\u0026apos; compatibility and interaction with professors and e-learning environment, and tension and psychological pressure. \u0026nbsp;Emotions, methods of self-awareness, management and control over behavior, thoughts and feelings, optimism, critical thinking, development of communication skills, and personality traits are effective in improving and developing electronic learning or virtual education.\u003c/p\u003e\n\u003cp\u003eIn this study, we also found that there was a significant relationship between electronic learning and the components of cultural intelligence of students. No results were found consistent with this research hypothesis. One of the most important reasons for the success of e-learning is the level of cultural intelligence. In fact, acculturation and provision of a suitable platform provide the grounds for acceptance, planning, and adaptation to new methods of teaching and learning using communication technologies. It is necessary to comply with the cultural standards that are appropriate to the values, norms, educational criteria, and content of textbooks at the discretion of the planners and authors of the textbooks, as well as the religious beliefs and educational system of any given country. To develop and popularize virtual education, the educational system in the country must, in the first step, believe in the necessity and effectiveness of virtual education or e-learning to be able to talk about its application and use by students and professors and then design the necessary platform for continuation and provide the stability of e-learning in the higher education. The higher the level of cultural intelligence of students and professors in particular and the education system of the country in general, the more and better the tendency toward electronic learning.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIt was also revealed in this study that emotional intelligence could predict the students\u0026apos; electronic learning. The results of the studies of Shakurzadeh (14), Rahgozar and Abadian (15), Piraysh and Benasaz (28), Ahmadi et al. (25), Embaye et al. (17), Wahab et al. (18), Alam et al. (29), and Leonardo (30) are consistent with those of the present study. In explaining the findings of the research, it can be said that emotional intelligence instills higher skills in students in the field of personal management, emotional self-awareness, and understanding of emotions and feelings. \u0026nbsp;Accordingly, people are suggested to deal with the problems and challenges of life. Given that virtual education and learning environments are stressful and students experience a lot of stress, they need mutual understanding. The optimism component positively and significantly predicts e-learning. Other components of emotional intelligence could not predict e-learning. Therefore, it is important to pay attention to this issue. Optimism is one of the most important factors and components of emotional intelligence, which will play a very important role in the development of e-learning and its effectiveness. Optimism refers to positive and hopeful beliefs about issues and situations and related challenges. It leads to the quality of learning, education and teaching, academic progress, academic and career motivation, job and academic satisfaction, performance, academic and career success, commitment and loyalty, critical thinking, reduction of job burnout, improvement of virtual education, etc. \u0026nbsp;E-learning is faced with many challenges and problems in the education system of the country. One of the factors that can be effective in solving the problems related to e-learning and its development is the positive insight and perspective in this field, awareness of the positive effects of e-learning in learning and education, and the level of motivation and enthusiasm of students, professors, and e-learning presenters. \u0026nbsp;The higher the level of self-awareness, control of emotions, and emotions, the greater the effectiveness and optimism towards e-learning.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe fifth hypothesis states that cultural intelligence can predict the students\u0026apos; electronic learning. The research hypothesis was confirmed. The results of this research are in line with the studies of Hajizadeh (2021) and Dalili Saleh (2019) (31, 32). In explaining the findings of the research, it can be said that cultural intelligence is in line with emotional intelligence and that it has a complementary and strategic role. The basis of emotional intelligence is that students are familiar with their culture and values. The importance of the role of cultural intelligence is revealed when emotional intelligence shows its weaknesses and limitations, and cultural intelligence, with the foundation and strategies it provides, not only eliminates the weaknesses of emotional intelligence but also causes the improvement and development of emotional intelligence and provides the fields of strengthening and virtual training. The motivational element helps people to persevere in the face of obstacles so that they can adapt to other cultures. This section may be the most difficult or ambiguous component of cultural intelligence. Being motivated, having perseverance, and having strong belief are very effective in this way. Cultures differ from each other in many ways. Without sufficient motivation, cultural intelligence is meaningless. This element considers the ability to empathize. The desire to communicate and persist on the way to the goal covers the biggest cultural gaps. Also, the strategic component is effective in students\u0026apos; electronic learning. The cognitive or strategic element refers to the general thinking skills that people use to understand how and why to operate in new environments. In addition to people\u0026apos;s opinions and values, this knowledge also includes the methods and procedures that others use to do work. For many people, it is difficult to find an opening to foreign cultures; however, a person who has a strong cultural intelligence from the mental and cognitive aspects will quickly find some common concepts. The relationship between cultural intelligence and e-learning is not hidden from anyone. Electronic learning, which is named by other titles such as electronic education, virtual education, and online or online education plays a very important role in the learning and education of students. To realize e-learning, it is necessary to create a culture and stabilize its position in the educational system. The requirement for this is the development of cultural intelligence in higher education to promote the electronic learning of students so that its challenges and disadvantages can be solved, and educational opportunities can arise.\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Among the applications of emotional intelligence and cultural intelligence in e-learning can be the development of academic progress, continuous and effective learning, the ability to understand one\u0026apos;s own and other\u0026apos;s emotions, the development of compatible emotions and reduction of incompatible emotions, the development of self-efficacy and communication skills, the development of academic and career motivation, reduction of academic stress and anxiety, development of psychological resilience, social responsibility and competence perception, and development of creative and critical thinking.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAmong the limitations of the research is that this research was conducted on nursing students, so its generalization to other educational levels, students of other disciplines, and other people is limited. This research is of correlation type and only the relationship between the variables has been examined, so it is not possible to understand the cause-and-effect relationships between the variables. This research was conducted in Shiraz, Iran. Therefore, caution should be exercised in generalizing the results of this research to other cultures and cities. It is suggested to conduct research on this subject with a statistical sample from the student population and use quantitative-qualitative research tools to measure the variables. In another research, the topic was developed, and students were compared and evaluated in terms of emotional intelligence and its components and cultural intelligence about electronic learning with other universities. To determine the causal relationships of the variables in the research, it is suggested that this research be carried out with experimental models and different interventions. It is also suggested to hold seminars to acquaint students with the emotional atmosphere of the university environment to accept changes, technology, and virtual education. Emphasizing the positive points of electronic education through lectures, posters, and short-term incentives to create a suitable psychological environment for students who study with virtual methods is of high importance. Using academic advisors and holding meetings with students before encountering educational changes from traditional to electronic methods is also important. It is suggested that by holding and implementing emotional and cultural intelligence training courses and their applications in improving performance, adapting, accepting change, and creating a positive attitude towards change and innovation, they can help in strengthening and effectiveness of e-learning.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate:\u0026nbsp;\u003c/strong\u003eThis study was approved by the ethics committee of Shiraz University of Medical Sciences with the code number\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eIR.SUMS.REC.1402-028.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThe participants\u0026rsquo; informed consent was obtained before they filled out the questionnaires. All procedures were performed in accordance with the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u0026nbsp;\u003c/strong\u003eNot Applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials:\u0026nbsp;\u003c/strong\u003eThe data will be available through a request from the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests:\u0026nbsp;\u003c/strong\u003eThe authors declare they have no conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eNo\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eorganization supported this study financially.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions: NSh\u003c/strong\u003e developed the concept of the study, supervised the study, analyzed and interpreted the results, and edited and approved the final draft; \u003cstrong\u003eZS\u003c/strong\u003e performed the review of the literature, collected the data, prepared the first draft, and approved the final draft; \u003cstrong\u003eAYF\u003c/strong\u003e did the statistical analysis, supervised the preparation of the first draft, and approved the final draft. All authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgment:\u0026nbsp;\u003c/strong\u003eWe would like to thank all the students who cooperated in this study and filled out the questionnaires.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eLee SH. Research and development of haptic simulator for dental education using virtual reality and user motion. International Journal of Advanced Culture Technology. 2018;6(4):52-7.\u003c/li\u003e\n\u003cli\u003eZarei A, Dehghani M. Challenges of electronic learning: A study with phenomenological approach. Information and Communication Technology in Educational Sciences. 2018;9(1):59-81.\u003c/li\u003e\n\u003cli\u003eArora B. Importance of emotional intelligence in the workplace. International Journal of Engineering and Applied Sciences. 2017;4(4):257492.\u003c/li\u003e\n\u003cli\u003eBarzykowski K, Majda A, Szkup M, Przyłęcki P. 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Uso de la Tecnolog\u0026iacute;a de la Informaci\u0026oacute;n y Comunicaci\u0026oacute;n en educaci\u0026oacute;n virtual y su correlaci\u0026oacute;n con la Inteligencia Emocional de docentes en el Ecuador en contexto COVID-19. Revista Ib\u0026eacute;rica de Sistemas e Tecnologias de Informa. 2020; (40): 31-44. \u003c/li\u003e\n\u003cli\u003e HajizadehA, ZamanzadehV, KakemamE, BahreiniR, Khodayari-Zarnaq R. Factors influencing nurses participation in the health policy-making process: A systematic review. BMC Nurs. 2021 Jul 12;20(1):128. doi: 10.1186/s12912-021-00648-6.\u003c/li\u003e\n\u003cli\u003eDalili Saleh M. Hassannejad F\u003cspan dir=\"RTL\"\u003e.\u003c/span\u003e Tabarai\u003cspan dir=\"RTL\"\u003e \u003c/span\u003eY. Examining the readiness of e-learning among students of Sabzevar University of Medical Sciences in 2013-2014. Journal of Sabzevar University of Medical Sciences. 2017. 25 (3): 429-440.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"e-learning, Emotional intelligence, Nursing students.","lastPublishedDoi":"10.21203/rs.3.rs-4155487/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4155487/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground:\u003c/strong\u003e The present research aimed to investigate the relationship between electronic learning and emotional and cultural intelligence in Shiraz University of Medical Sciences nursing students who entered the university in the years 2021 and 2022.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e This is a cross-sectional and correlational study conducted in the School of Nursing in Shiraz University of Medical Sciences. 172 nursing students who were studying in the academic year 2021-2022 participated in this study. \u0026nbsp;90 nursing students in 2021 and 82 in 2022 entered the university. Using Morgan's sampling table, we selected 118 nursing students as the statistical sample. Due to the emergence of the Covid-19, available sampling was used. To collect the data, we used three emotional intelligence, cultural intelligence, and e-learning questionnaires. Pearson's correlation coefficient and multiple linear regression test were employed to analyze the data.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e It was shown that there was a significant relationship between emotional intelligence and e-learning with students' cultural intelligence. In addition, there was a significant relationship between electronic learning and emotional intelligence dimensions. Also, there was a positive and significant relationship between e-learning and the dimensions of cultural intelligence. The optimism, strategic, and motivational components could predict electronic learning in students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDiscussion and conclusion:\u003c/strong\u003e According to the findings of the research, e-learning is a new teaching method that was used in Iran following the conditions of the COVID-19 pandemic in the world, which provides many educational opportunities for the educational system of the country. It exists and it prompted experts and curriculum specialists to examine e-learning and its influencing factors seriously and comprehensively. When students are at a favorable level in terms of emotional intelligence and spiritual intelligence, they can accept electronic learning and improve and develop it.\u003c/p\u003e","manuscriptTitle":"Investigating the relationship between electronic learning and emotional and cultural intelligence of 2021-2022 incoming nursing students at Shiraz University of Medical Sciences","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-04-03 11:57:13","doi":"10.21203/rs.3.rs-4155487/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-06-27T04:17:51+00:00","index":"","fulltext":""},{"type":"reviewerAgreed","content":"97153781408790933667454443775780395615","date":"2024-06-25T15:34:16+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-06-21T13:53:51+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"323724517672043383967062671838807832926","date":"2024-06-21T12:09:04+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"103914672297553576541781456495700214135","date":"2024-06-20T18:43:36+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2024-06-20T10:24:15+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"339533047918213345995197214386751494625","date":"2024-06-19T11:17:05+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"158610698705144376734819775682435024412","date":"2024-06-19T04:10:48+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"262973716032631472679987821930225976332","date":"2024-06-17T19:36:03+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2024-06-17T18:10:58+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-06-10T13:28:24+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2024-03-29T10:24:11+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-03-29T10:21:30+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2024-03-23T18:23:57+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9a083bd3-90ba-4394-acd3-b69e759b3fbf","owner":[],"postedDate":"April 3rd, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2024-11-25T16:00:08+00:00","versionOfRecord":{"articleIdentity":"rs-4155487","link":"https://doi.org/10.1186/s12909-024-06328-8","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2024-11-19 15:57:14","publishedOnDateReadable":"November 19th, 2024"},"versionCreatedAt":"2024-04-03 11:57:13","video":"","vorDoi":"10.1186/s12909-024-06328-8","vorDoiUrl":"https://doi.org/10.1186/s12909-024-06328-8","workflowStages":[]},"version":"v1","identity":"rs-4155487","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4155487","identity":"rs-4155487","version":["v1"]},"buildId":"_2-kVJe1T_tPrBINL-cwx","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}