IS THE EMOTIONAL INTELLIGENCE AN INDICATOR OF ACADEMIC ACHIEVEMENT IN STUDENTS IN MEDICAL SCIENCES?

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SOTODEHASL NEMAT; GHORBANI RAHEB; SEMNANI VAHID; KARIMI BATOOL

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Journal: Koomesh Year:2016 | Volume:17 | Issue:3 (59) Page(s): 725-732

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Title

IS THE EMOTIONAL INTELLIGENCE AN INDICATOR OF ACADEMIC ACHIEVEMENT IN STUDENTS IN MEDICAL SCIENCES?

Author(s)

SOTODEHASL NEMAT | GHORBANI RAHEB | SEMNANI VAHID | KARIMI BATOOL | Issue Writer Certificate

Keywords

EMOTIONAL INTELLIGENCEQ2

ACADEMIC ACHIEVEMENTQ2

STUDENTSQ2

MEDICAL SCIENCESQ2

Abstract

Introduction: EMOTIONAL INTELLIGENCE (EI) is one of the most important issues in many aspects, especially in educational area. Its relationship with ACADEMIC ACHIEVEMENT depends on culture and may reflect in various educational topics in different forms. This study investigates the relationship between EI and ACADEMIC ACHIEVEMENT of STUDENTS of Semnan University of MEDICAL SCIENCES (Iran).Materials and Methods: In this cross sectional study, 607 STUDENTS of Semnan University of MEDICAL SCIENCES, Iran were participated. The research instrument included two parts, demographics and 90 questions Bar-On EI questionnaire. The Grade-Point Average (GPA) of previous semester was considered as indicator of participant’s ACADEMIC ACHIEVEMENT.Results: A positive significant relationship was observed between EI and ACADEMIC ACHIEVEMENT (r=0.122, P=0.003). There was a positive significant relationship between ACADEMIC ACHIEVEMENT and all EI components, except empathy, social responsibility, interpersonal relationship (p<0.05).In other words there was not significant relationship between any of the interpersonal components and ACADEMIC ACHIEVEMENT, but all components of other aspects of EI had significant association with ACADEMIC ACHIEVEMENT. There was a significant relationship between interapersonal (r=0.125, p=0.002), adaptability (r=0.124, p=0.002), stress management (r=0.110, p=0.007), general mood(r=0.124, p=0.002) and ACADEMIC ACHIEVEMENT, but the association between interpersonal component and ACADEMIC ACHIEVEMENT was not significant.Conclusion: Generally, there was a positive significant relationship between EI and ACADEMIC ACHIEVEMENT, therefore, it seems to be necessary for the educational centers, especially universities, to conduct practical programs to upgrade STUDENTS' emotional and social skills and capacities. With increasing STUDENTS 'capabilities to cope with environmental pressures, a more stable base will be provided for ACADEMIC ACHIEVEMENT and EMOTIONAL INTELLIGENCE’s long term effects such as increased performance in occupational and social functionalities.

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APA: Copy

SOTODEHASL, NEMAT, GHORBANI, RAHEB, SEMNANI, VAHID, & KARIMI, BATOOL. (2016). IS THE EMOTIONAL INTELLIGENCE AN INDICATOR OF ACADEMIC ACHIEVEMENT IN STUDENTS IN MEDICAL SCIENCES?. KOOMESH, 17(3 (59)), 725-732. SID. https://sid.ir/paper/36887/en

Vancouver: Copy

SOTODEHASL NEMAT, GHORBANI RAHEB, SEMNANI VAHID, KARIMI BATOOL. IS THE EMOTIONAL INTELLIGENCE AN INDICATOR OF ACADEMIC ACHIEVEMENT IN STUDENTS IN MEDICAL SCIENCES?. KOOMESH[Internet]. 2016;17(3 (59)):725-732. Available from: https://sid.ir/paper/36887/en

IEEE: Copy

NEMAT SOTODEHASL, RAHEB GHORBANI, VAHID SEMNANI, and BATOOL KARIMI, “IS THE EMOTIONAL INTELLIGENCE AN INDICATOR OF ACADEMIC ACHIEVEMENT IN STUDENTS IN MEDICAL SCIENCES?,” KOOMESH, vol. 17, no. 3 (59), pp. 725–732, 2016, [Online]. Available: https://sid.ir/paper/36887/en

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