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Impact of emotional intelligence on level of academic achievement in a sample of Saudi female medical student

Published online by Cambridge University Press:  23 March 2020

E. Soliman ,
A. Fayed ,
E. Al Mussaed ,
H. Alawad  and
D. Elradi
E. Soliman
Affiliation:
Faculty of Medicine, Zagazig University, Egypt, College of Medicine, Princess Nourah Bint Abd-Elrahman University, Riyadh, KSA, Psychiatry Department, Alexandria, Egypt
A. Fayed
Affiliation:
College of Medicine, Princess Nourah Bint Abd-Elrahman University, Riyadh, KSA, Clinical Department, Riyadh, Saudi Arabia
E. Al Mussaed
Affiliation:
College of Medicine, Princess Nourah Bint Abd-Elrahman University, Riyadh, KSA, Department of Basic Science, Riyadh, Saudi Arabia
H. Alawad
Affiliation:
College of Medicine, Princess Nourah Bint Abd-Elrahman University, Riyadh, KSA, Department of Basic Science, Riyadh, Saudi Arabia
D. Elradi
Affiliation:
College of Medicine, Princess Nourah Bint Abd-Elrahman University, Riyadh, KSA, Department of Basic Science, Riyadh, Saudi Arabia

Abstract

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Background

Emotional intelligence (EI) assessment has become an effective technique in exploring individual competencies. In the medical educational, there is a growing evidence for relation between academic achievement and emotional intelligence.

Objective

To examine relation between academic achievement and emotional intelligence among medical students.

Method

A cross-sectional study of 189 female university students using paper-based Bar-On Emotional Quotient Inventory: Youth Version was conducted. BarOn EQ-i:YV consists of 7 sub-scores which estimate various domains of emotional intelligence along with general mood. The academic achievement was assessed via self-reported Grade Point Average (GPA).

Result

The average Intrapersonal score of participating students was 14.9 ± 3.4 and Interpersonal was 41.7 ± 4.9. The students scored 32.0 ± 5.0 in stress management scale and 31.9 ± 4 in adaptability. The lowest score achieved in the Emotional Inelegance scale was 32.5 whereas the top score was 71.3. The average general mood was 47.1 ± 6.4 and the positive impression ranged between 6 and 23 (17.3 ± 2.8). Positive week correlations were defined between the GPA and self-efficacy (r = 0.13) and Adaptability (r = 0.08) though these correlations were statistically insignificant (P > 0.05). Linear regression model showed that domains of Bar-On scale could explain up to 33% of changes in GPA (R2 = 0.33) with significant effect of self-efficacy, adaptability and general mood scores (P < 0.05).

Conclusion

Medical students showed high level of emotional intelligence which positively affect their academic achievement. Therefore, improving the emotional intelligence domains can help students improving their academic achievement.

Disclosure of interest

The authors have not supplied their declaration of competing interest.

Type
e-Poster viewing: Women, gender and mental health
Information
European Psychiatry , Volume 41 , Issue S1: Abstract of the 25th European Congress of Psychiatry , April 2017 , pp. s908 - s909
Copyright
Copyright © European Psychiatric Association 2017
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