CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND ENGLISH LANGUAGE PROFICIENCY IN COLOMBIAN SECONDARY SCHOOL STUDENTS

Abstract: Introduction: Emotional intelligence (EI) and empathy are two essential skills for person-centered Medicine. Objectives: To evaluate the association between EI and empathy and to assess whether sociodemographic factors and year at the medical school influence the level of EI and empathy. Methods: Cross-sectional study carried out in medical students from a private educational institution in the city of São João del-Rei, Minas Gerais, Brazil. EI levels were assessed using the Schutte Self-report Emotional Intelligence Test and empathy levels were assessed using the Jefferson Scale of Empathy (student version). All volunteers signed the Informed Consent Form before inclusion in the study. The statistical analysis used mean values, standard deviation, frequency distribution, Student’s t test, Pearson’s correlation, and linear regression. A significance level of 0.05 was considered. Results: From August 5 to 30, 2019, 193 volunteers, corresponding to 85.8% of the total population, agreed to participate in the study. The total EI (129.8 ± 13.3) and empathy (121.2 ± 11.6) observed scores were high. EI scores were influenced only by age (padjusted = 0.018). Students attending more advanced semesters had higher total empathy scores (padjusted = 0.013). Students whose parents did not have a higher education degree also had a higher total empathy score (padjusted = 0.031). A moderate positive correlation was observed between the total EI and empathy scores ( ρ =0.304, p<0.001) and between the total empathy score and the EI domain Managing Others’ Emotions ( ρ =0.300, p<0.001). A weak positive correlation was also observed between the total EI score and most of the empathy domains. Conclusion: A positive correlation between emotional intelligence and empathy was observed. The age influenced EI and the year of medical school and parental schooling influenced empathy.

Abstract: Introduction: Emotional intelligence (EI) and empathy are two essential skills for person-centered Medicine. Objectives: To evaluate the association between EI and empathy and to assess whether sociodemographic factors and year at the medical school influence the level of EI and empathy. Methods: Cross-sectional study carried out in medical students from a private educational institution in the city of São João del-Rei, Minas Gerais, Brazil. EI levels were assessed using the Schutte Self-report Emotional Intelligence Test and empathy levels were assessed using the Jefferson Scale of Empathy (student version). All volunteers signed the Informed Consent Form before inclusion in the study. The statistical analysis used mean values, standard deviation, frequency distribution, Student’s t test, Pearson’s correlation, and linear regression. A significance level of 0.05 was considered. Results: From August 5 to 30, 2019, 193 volunteers, corresponding to 85.8% of the total population, agreed to participate in the study. The total EI (129.8 ± 13.3) and empathy (121.2 ± 11.6) observed scores were high. EI scores were influenced only by age (padjusted = 0.018). Students attending more advanced semesters had higher total empathy scores (padjusted = 0.013). Students whose parents did not have a higher education degree also had a higher total empathy score (padjusted = 0.031). A moderate positive correlation was observed between the total EI and empathy scores ( ρ =0.304, p<0.001) and between the total empathy score and the EI domain Managing Others’ Emotions ( ρ =0.300, p<0.001). A weak positive correlation was also observed between the total EI score and most of the empathy domains. Conclusion: A positive correlation between emotional intelligence and empathy was observed. The age influenced EI and the year of medical school and parental schooling influenced empathy.

Indiscipline among secondary school students has received little research attention in relation to their emotional intelligence level. The main objective of this study was to establish the relationship between emotional intelligence and indiscipline among public secondary school students in Kilifi County. The study was informed by Kohlberg’s theory of Moral development. A Correlational research design was adopted. The independent variables in the study were emotional intelligence and indiscipline target population was all the year 2018 from four students in public secondary schools in Kilifi County. Purposive, simple random and cluster sampling procedures were used in the selection of schools, teachers and students respectively. The study sample size was 279, comprising 145 girls and 126 boys, 6 teachers and two discipline masters. Data was collected using an adapted Schutte Self-Report Emotional Intelligence Test and an indiscipline scale for teachers and students. A pilot study was conducted to enhance the reliability, content validity and construct validity of all the research instruments. The pilot study was also used to ascertain administrative logistics. In the pilot study, 36 from four students from one of the extra-county school participated. Descriptive statistics including frequency distributions, mean of variance and percentages were used to describe sample characteristics. Inferential statistical procedures including Pearson correlation and multiple regression, were used to test study hypotheses at α=0.05. Emotional intelligence showed a strong negative relationship (r=-0.764*) with the students’ indiscipline level. A major recommendation of the study was that teachers, educators and all stakeholders in education should work together to enable the development of emotional intelligence of students to reduce students’ indiscipline levels.

Emotional intelligence (EI) and counseling self-efficacy (CSE) are essential qualities for healthcare chaplains who support individuals experiencing emotional and spiritual distress. Clinical Pastoral Education (CPE) serves as the primary clinical learning environment for developing EI and counseling skills within spiritual care practice. While limited research suggests CPE's positive effects on personal and professional development, existing studies have methodological limitations. This study addressed these gaps by using validated instruments within a multicenter, pretest-posttest design. We investigated changes in EI and CSE during CPE, explored predictive factors, and examined the relationship between changes in EI and CSE among CPE students participating in their initial CPE unit (i.e., interns) and those in CPE residency programs (i.e., residents). We used the Schutte Self-Report Emotional Intelligence Test and the Counselor Activity Self-Efficacy Scales to assess changes in EI and CSE. Students at ACPE-accredited CPE centers across the United States completed pre- and post-training surveys, along with mid-residency surveys for residents. Statistical analyses evaluated changes over time, compared interns and residents, and explored relationships between EI and CSE. Linear regression models identified significant predictors of pre-to-post changes. Our sample included 196 participants (mean age = 45.08 years; 47.4% female) from 29 accredited CPE centers, representing 9.6% of all centers across the United States. Most participants (95.9%) completed their training in healthcare settings. Significant increases in EI and CSE were observed among both CPE interns and residents (p < 0.001), with moderate to large effect sizes for EI and CSE. EI gains significantly predicted CSE improvements for both groups, with moderate correlations between EI and CSE changes. More CPE (residents vs. interns) facilitated greater increases in outcome variables, and longer program duration predicted greater EI gains for interns. The mode of delivery-in-person, hybrid, or online-did not significantly impact EI and CSE gains. This study demonstrates that participants' EI and CSE significantly increased during their clinical education. The results show a strong relationship between EI and CSE development, suggesting that EI growth contributes to increased confidence in counseling abilities. The findings support CPE's effectiveness in fostering essential skills for spiritual care providers, regardless of delivery modality or participant demographics.

Emotional intelligence among nursing students: Findings from a cross-sectional study

The ability to recognize, control, and evaluate emotions is defined as emotional intelligence (EI). EI is a vital part of ward management and patient care in nursing practice. When EI is assessed and instilled in nursing students regularly, it paves the way for a long-term career. Schutte Self-Report Emotional Intelligence Test (SSEIT) has been identified as a useful tool for assessing emotional intelligence in nursing students. The goal of this study was to translate and adapt the 33-item SSEIT to use in Sinhala. The developer granted permission to translate the SSEIT into Sinhala. The cross-cultural adaptation was completed in five stages: (I) initial translation, (II) translation synthesis, (III) back translation, (IV) Expert Committee Delphi review, and (V) pre-final version testing. The translated version's content and consensual validity were assessed using a two-round Delphi process with five experts. Items rated 0-3 range by 70% of the raters were removed or reworded. The process was repeated for the reworded items, and those with 70% or higher ratings in categories 4-6 and/or 7-9 were kept. Following that, the Content Validity Index (CVI) was evaluated using I-CVI, Universal Agreement (S-CVI/UA), and Average CVI (S-CVI/Ave). Finalized SSEIT was administered to 197 nursing undergraduates from Kotelawala Defence University in Sri Lanka. In the Sinhala version of the SSEIT, the maximum CVI of each individual item (I-CVI=1.0) and the maximum overall CVI (S-CVI/UA = 1.0; S-CVI/Ave = 1.0) were also displayed. Cronbach's alpha was 0.963 which indicates a very high internal consistency The Sinhalese version of the SSEIT is a robust and reliable tool that has been culturally adapted to test EI in nursing students.

The success of self-directed learning depends mainly on the readiness of students to adapt it to their learning domain. Medical students must meet certain criteria to become self-directed learners, which are also significant components of emotional intelligence (EI). Clarification is required on whether the students are ready for self-directed learning according to their level of EIas soon as they enter the medical institute. The survey was conducted on first-year MBBS students, between 18 and 21 years of age. Demographic data of the participants was collected. EI was assessed by using the Schutte Self-Report Emotional Intelligence Test (SSEIT). Fisher's 40-item self-directed learning readiness (SDLR) scale was used to assess the readiness for self-directed learning. Pearson's correlation and regression analysis was carried out to assess the relationship between the two. Approximately 71% of students had average EI, whereas only 5% had high EI. However, 63% of students were found to have low SDLR, while just 37% of participants had high SDLR. EI and SDLR both were found to be higher in males. Pearson's correlation "r"between the two parameters shows a strong positive correlation with statistical significance. Certain training modules need to be incorporated into the medical education program to improve the EI of medical undergraduate students. Such a module might help in improving the readiness for self-directed learning and prepare the medical undergraduates as active lifelong learners, which is the prime goal for an Indian Medical Graduate according to the new Competency-Based Medical Education (CBME) curriculum.

The neonatal intensive care unit (NICU) is recognized as a highly stressful environment for both parents and health care providers, with burnout rates significantly higher among NICU nurses and physicians. The purpose of this study was to examine the relationship between emotional intelligence and coping behaviors among NICU nurses. This cross-sectional study was conducted between March 5 and August 10, 2024, focusing on a sample of 182 NICU nurses selected through systematic sampling techniques. Data collection involved the Schutte Self-Report Emotional Intelligence Test and the Coping Behavior Inventory. Data analysis was performed using SPSS Version 26.0, employing descriptive statistics and Pearson correlation analysis. The findings revealed an average emotional intelligence score (M ± SD = 151 ± 33.0), while the coping behavior score was (M ± SD = 41.0 ± 13.4, ranging from 0 to 76). Additionally, a significant positive correlation was found between emotional intelligence and coping behaviors (r = .565, p < .01). Nurses exhibited high levels of emotional intelligence and moderate coping behaviors. The findings underscore the need for targeted strategies to enhance coping mechanisms and emotional intelligence among NICU nurses. The researchers recommend the integration of emotional intelligence training and problem-solving strategies into professional development programs to improve both workplace conditions and outcomes for beneficiaries.

Background:Particularly, this concept has used for examination of its empact on health of various people groups. Given the importance of students' health, this study investigated the relationship between emotional intelligence and general health.Objectives:The concept of emotional intelligence has attracted growing interest from researchers working in various fields. This study investigated the relationship between emotional intelligence and general health.Materials and Methods:In this cross-sectional study, 136 students were selected from the University of Guilan, north of Iran, using simple random sampling. The subjects completed the Schutte self-report emotional intelligence test and general health questionnaire.Results:The results showed a significant correlation between emotional intelligence and general health. Also, results indicated that emotional perception and emotional utilization are predictors of general health.Conclusions:The findings reflect that emotional intelligence can play an important role in general health.

Background: Emotional intelligence (EI) refers to the skill of becoming aware of knowing and controlling emotions whether in oneself or in others. It has been attributed to academic performance, interpersonal effectiveness, stress management and professional competence in nursing. Learning about EI in nursing students can assist the teachers in creating methods that would enhance academic and clinical performance. Objective: To test the hypothesis on the relationship between emotional intelligence and academic success of nursing students in various institutions in Multan, Pakistan. Methods: A correlational study was performed as a descriptive study of 300 nursing students in BSc Nursing programs in various institutions in Multan. A validated Emotional Intelligence Scale (Schutte Self-Report Emotional Intelligence Test - SSEIT) and academic records (GPA) were used to collect the data. The demographics, EI and academic success were summarized using descriptive statistics. Pearson correlation was used to determine the relationship between EI and GPA, and regression analysis was used to determine predictive subcomponents. Results: The EI score had an average of 125.6 ± 15.2 (range: 90-160), empathy and self-regulation had the highest correlations with academic success. The mean GPA was 3.2 ± 0.4. There was a high positive relationship between EI and GPA (r = 0.48, p &lt; 0.01). Regression analysis showed that EI predicted 22 percent of the academic performance (R2 = 0.22, p &lt; 0.001) with self-regulation and empathy being the best predictors. Conclusion Academic success of nursing students is positively linked to emotional intelligence. To improve academic and professional competence, nursing educators need to incorporate EI development strategies, such as workshops, mentorship programs, and stress management programs.

BACKGROUND:Emotional intelligence and coping strategies play crucial roles in mental health, the study of relationship between these two variables as important factors influencing doctors mental health can be of great help in achieving broader models in order to explain them.AIM:To access emotional intelligence and its relation to coping style by comparing first year undergraduate medical students with interns.MATERALS AND METHODS:cross sectional study in a tertiary care hospital and medical college by calculating sample size using epi info software .Total 300 students enrolled in this study , duration: 6 months. MENTAL HEALTH SCREENING FORM 3,THE SCHUTTE SELF REPORT EMOTIONAL INTELLIGENCE TEST (SSEIT) ,THE COPING SELF EFFICACY SCALE (CSES) used.RESULT:When CSES Score of students and interns are compared, there is statistically significant difference observed between 2 groups , p value = 0.001. When SSEIT Score of students and interns are compared, there is statistically significant difference observed between 2 groups, p value < 0.001. There is positive correlation found between CSES and SSEIT scores in students , p value<0.001. There is correlation found between CSES and SSEIT scores in interns, p value < 0.001.CONCLUSION:For an effective clinical practice medical professionals need to have high emotional intelligence in addition high IQ. It is desirable to incorporate EQ into medical teaching curriculum in India to this need as a benchmark.

One of the newest theories to gain widespread interest is authentic leadership. Part of the rationale for developing a model and subsequent instrument to measure authentic leadership was a concern that the more popular theory, the full range model of leadership and its instrument, the Multifactor Leadership Questionnaire (MLQ) (Bass & Avolio, 1985), did not sufficiently emphasize aspects of leader emotional intelligence (EI), such as self-awareness (Avolio & Gardner, 2005). In its current configuration, the Authentic Leadership Questionnaire (ALQ) (Walumba, Avolio, Gardner, Wernsing & Peterson, 2008) measures four dimensions of leadership: relational transparency, internal moral perspective, balanced processing, and self-awareness. In a recent meta-analysis of authentic leadership, Banks, McCauley, Davis, Gardner, and Guler (2016) found that, overall, authentic leadership is highly correlated with transformational leadership (k = 23, N = 5,414, rho = .72). The Banks et al. study, however, reported no meta-analytic analyses between emotional intelligence and authentic leadership. In a meta-analysis performed in 2010 by Harms and Crede, self-ratings of emotional intelligence and transformational leadership were highly correlated (k = 47, N = 4,994, rho = .56). Given that a) EI is strongly related to transformational leadership, b) authentic leadership is very strongly related to transformational leadership, and c) part of the original rationale for creating a model and instrument to measure authentic leadership included a need to include more self-awareness in a leadership model, exploring the degree to which emotional intelligence is related to authentic leadership is important. In this study, 1,028 working adults completed the Schutte Self-Report Emotional Intelligence Test (SSEIT) (Schutte, 2009) and the Authentic Leadership Questionnaire (Walumba et al., 2008). The sample was 61% female, 30% held a college degree or higher, and the mean age was 29.6 years. An exploratory factor analysis using the principal components method with varimax rotation resulted in a 2-factor solution. While exploratory in nature, this study indicates that the components of the Authentic Leadership Questionnaire seem to be measuring something different than emotional intelligence measured by the Schutte Self-Report Emotional Intelligence Test.

Emotional intelligence is an important factor for nursing students’ success and work performance. Although the level of emotional intelligence increases with age and tends to be higher in women, results of different studies on emotional intelligence in nursing students vary regarding age, study year, and gender. A longitudinal study was conducted in 2016 and 2019 among undergraduate nursing students to explore whether emotional intelligence changes over time. A total of 111 undergraduate nursing students participated in the study in the first year of their study, and 101 in the third year. Data were collected using the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and Schutte Self Report Emotional Intelligence Test (SSEIT). There was a significant difference in emotional intelligence between students in their first (M = 154.40; 95% CI: 101.85–193.05) and third year (M = 162.01; 95% CI: 118.65–196.00) of study using TEIQue-SF questionnaire. There was a weak correlation (r = 0.170) between emotional intelligence and age measuring using the TEIQue-SF questionnaire, and no significant correlation when measured using SSEIT (r = 0.34). We found that nursing students’ emotional intelligence changes over time with years of education and age, suggesting that emotional intelligence skills can be improved. Further research is needed to determine the gendered nature of emotional intelligence in nursing students.

Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14 ± 1.87 yr were analyzed. Overall, students got a percentage of 53.37 ± 14.07 in the examination, with 24.46 ± 9.1 in HOQs and 28.91 ± 6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58 ± 46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r = 0.29 (P = 0.0037), with HOQs was r = 0.41 (P < 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.NEW & NOTEWORTHY This study assessed the correlation between emotional intelligence (EI) and the capability of medical students to answer higher-order knowledge questions (HOQs) in the specific context of physiology. The finding reveals one of the multifaceted dimensions of the relationship between EI and academic performance. This novel perspective opens the door to further investigations to explore the relationship in other subjects and other dimensions to understand why students with higher EI have higher academic performance.

An individual's capacity to comprehend and respond to their own and others' emotions, differentiate among them, and use this skill in directing their thoughts and actions is defined as Emotional Intelligence. Objective: To evaluate the emotional intelligence (EI) of undergraduate medical students in Peshawar, Pakistan, based on their gender and year of study. Methods: This research project used a cross-sectional, observational study design. The study was carried out in public and private sector medical colleges in Peshawar, Pakistan, from August 2023 to December 2023. A total of 525 complete answers were received. Schutte's Self-Report Emotional Intelligence Test (SSEIT) was the tool utilized to gather data. The data were analyzed using SPSS version 29.0. Results: A mean age of 21.12 ± 1.754 was observed among the participants, whose ages varied from a minimum 17 to maximum 28. The overall participant’s mean emotional intelligence score is 116.62 ± 14.948. Male scored higher on emotional intelligence (117.36) than female (116.30) and both genders were statistically significant. Compared to clinical science students (115.18), basic science students (117.32) had a higher emotional intelligence mean score, whereas there was no statistical significance between the two groups. Conclusions: The research concluded that the majority of undergraduates had an average degree of emotional intelligence, with men scoring higher than women. Also, students studying basic sciences had higher mean scores than clinical science students.