The relationship between emotional intelligence and academic achievement in medical undergraduate

Shah, Chinmay J; Sanisara, Mehul; Mehta, Hemant B; Vaghela, Hardev M.

doi:10.5455/2320-6012.ijrms20140211

Cited by 20 publications

(17 citation statements)

References 13 publications

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“…With regards to the same, several studies have been undergone all over the world on the topic of academic achievement and emotional intelligence in university students. However, their results are conflicting (13)(14)(15).…”

Section: Introductionmentioning

confidence: 80%

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

Ranjbar¹,

Khademi²,

Areshtanab³

2017

Acta Facultatis Medicae Naissensis

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SU M M A RYAcademic achievement is one of the most important concepts in the field of education. Although emotional intelligence, as a key factor in academic achievement, has been studied in various studies, yet the results obtained are not in harmony with each other and the topic is yet under debate. In order to fill in this informational vacuum, the present research was undergone using a meta-analysis method.In order to make a thorough search to find articles within the Iranian context, key words such as "Emotional Intelligence" AND (Emotional OR Intelligence) AND "academic achievement" OR "academic status" AND "Student" AND "Iran", were used without limitation in dates or language in the following sites: Medline, Scopus, ScienceDirect, Web of Knowledge, Ovid, Wiley, Google Scholar, and Persian databases such as SID, Irandoc and Magiran. The random effect model was utilized for statistical pooling.A total of 23 articles were chosen to enter the meta-analysis. The pooled results showed a meaningful relationship between emotional intelligence and academic achievement (Pooled Correlation = 0.157; 95% CI, 0.081-0.231). The Cochran Q (Q = 145:126, p = 0.000) and I 2 = 84.84% index indicated a high heterogeneity among the articles entering the meta-analysis. In subgroup analysis, the students in state universities had more summary effect (0.177; 95% CI, 0.085 -0.267) compared to the ones studying in private ones (0.118; 95% CI, 0.024-0.255). No sign of publication bias was found.A weak correlation was seen between emotional intelligence and educational achievement in the context of Iranian university students. It seems that the relationship of these concepts may be affected by other factors in this setting, so this calls for further studies in this field.

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Section: Introductionmentioning

confidence: 80%

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

Ranjbar¹,

Khademi²,

Areshtanab³

2017

Acta Facultatis Medicae Naissensis

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“…Likewise, Azimifar [57] also revealed contradictory results that there is no statistically significant correlation between students’ scores and the achievement tests. More surprisingly, Shah, Sanisara, Mehta, and Vaghela [52] found that there is a negative association between academic success and emotional intelligence. Accordingly, academic success is negatively affected by higher emotional intelligence.…”

Section: Discussionmentioning

confidence: 99%

Association between emotional intelligence and academic success among undergraduates: A cross-sectional study in KUST, Pakistan

et al. 2019

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The study investigated the association between emotional intelligence and academic success among undergraduates of Kohat University of Science & Technology (KUST), Pakistan. A sample of 186 students who were enrolled during the semester Fall 2015 to Spring 2018 was selected through a random sampling technique. A cross-sectional, descriptive and correlational research methods were employed in this study. A standardized tool “Emotional Intelligence Scale” was employed for the collection of information from the undergraduates. Cumulative Grade Point Average (CGPA) of the students was considered as academic success. Data were collected through personal visits. Statistical tools i.e., simple percentage, mean, standard deviation, ANOVA, Pearson’s product-moment correlation and multiple linear regression were employed to reach the desired research outcomes. The findings revealed that there was a strong positive relationship ( r = 0 . 880 ) between emotional intelligence and academic success among undergraduate students. The multiple linear regression analysis showed that self-development ( Beta = 0 . 296 ), emotional stability ( Beta = 0 . 197 ), managing relations ( Beta = 0 . 170 ), altruistic behaviour ( Beta = 0 . 145 ), and commitment ( Beta = 0 . 117 ) predict academic success of undergraduates positively. The findings suggest that the emotional intelligence of the undergraduate students may be further improved so that their academic performance may further be enhanced.

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“…[ 19 22 23 24 ] In a study done in Bhavnagar, India, EI had inverse relationship with academic success. [ 25 ]…”

Section: Discussionmentioning

confidence: 99%

A study of emotional intelligence and perceived parenting styles among adolescents in a rural area in Karnataka

George

Shanbhag

George

et al. 2017

J Family Med Prim Care

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Context:Adolescence is the time which is crucial for the overall development of a person both mentally and physically. In this period, along with academic intelligence, emotional intelligence (EI) also plays an equal or strong role in student life.Aims:This study was to assess EI, parental bonding, and their association among adolescents in high schools under Sarjapur PHC area.Subjects and Methods:This was a cross-sectional study conducted among high school students under Sarjapur PHC area. The EI was assessed using EI scale which measured self-awareness, self-regulation, motivation, empathy, and social skills. The parental bonding instrument was utilized to determine the parental styles of both the parents and was interpreted in terms of care and protection as neglectful parenting, affectionless control, optimal parenting, and affectionate control.Results:A total of 300 adolescents were interviewed. It was seen that most of them had low EI in self-awareness, i.e., 92 (30.7%), motivation 99 (33%), and social skills 101 (33.7%). It was also observed that most of them had high EI in self-regulation, i.e., 98 (32.7%) and moderately high EI in empathy 117 (39%). The study group perceived that 147 (49%) of the fathers and 109 (36.3%) of the mothers had affectionless control.Conclusion:Along with poor parenting, most of the respondents also have low EI in self-awareness, motivation, and social skills which has to be addressed for the future of the country.

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The relationship between emotional intelligence and academic achievement in medical undergraduate

Cited by 20 publications

References 13 publications

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

Association between emotional intelligence and academic success among undergraduates: A cross-sectional study in KUST, Pakistan

A study of emotional intelligence and perceived parenting styles among adolescents in a rural area in Karnataka

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