The Relationship between Emotional Intelligence and Academic Achievement in medical science students in Iran

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Abstract

Emotional intelligence incorporates the important aspects of interpersonal and intrapersonal relationships, adaptability, moods and stress management skills, which have a profound effect on the academic performance of students. Therefore, the present study was performed aiming at surveying emotional intelligence and its relation with academic performance of medical science students. In order to measure emotional intelligence, the instrument EQ-i- questionnaire was selected. A sample consisted of two hundred and twentythree (223) adolescent students, 70 males and 153 females, participated in this research by stratified sampling. Initially they filled the demographic data form and then they rated themselves on EQ-i-test. Finally, their academic performance was appraised on the basis of their final exam, results for the last three years. In order to analyze data, regression analysis, Pearson's correlation and T-test were used.Mean EI score was 245.94 (95 percent CI: 243.15-248.72). Pearson's correlation coefficient showed that there is a significant (r=0.14, p=0.039) relationship between emotional intelligence and academic performance while findings indicated a meaningful relation (p<0.05) between its two subcomponents emotional intelligence, and academic performance. There were significant differences in the emotional intelligence scores by habitat of students (p<0.01). considering the low level of emotional intelligence among students the meaningful relation between total and some components emotional intelligence with academic performance, it seems very important take to emotional intelligence in to consideration students mental health improve and help them do their tasks more successfully.

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APA

H, F. (2011). The Relationship between Emotional Intelligence and Academic Achievement in medical science students in Iran. Procedia - Social and Behavioral Sciences, 30, 1461–1466. https://doi.org/10.1016/j.sbspro.2011.10.283

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