Emotional Intelligence Scores Research Articles

Stress and academic engagement among Saudi undergraduate nursing students: The mediating role of emotion regulation and emotional intelligence.

To assess the mediating role of emotion regulation and emotional intelligence in the relationship between stress and academic engagement among Saudi undergraduate nursing students. This study employed a quantitative cross-sectional research design. The study recruited 367 Saudi undergraduate nursing students at a major Saudi university. Structural equation modelling was used to explore the mediational model. The results of the ANOVA and Welch F-test demonstrated that the emotional intelligence, emotional regulation and academic engagement scores were statistically significantly different according to stress levels (p-values <0.01). Perceived stress has a statistically significant moderate negative correlation with academic engagement and emotional intelligence and a strong negative correlation with emotional regulation. The results also showed that academic engagement had a statistically significant moderate positive association with emotional intelligence and emotional regulation. Results indicate that stress and academic engagement are negatively correlated among Saudi undergraduate nursing students. It focuses on the balancing functions of emotional regulation and emotional intelligence, highlighting their ability to lower stress levels and improve academic engagement. No Patient or Public Contribution.

Emotional Intelligence in Hemodialysis Patients: The Impact of an Intradialytic Exercise Training Program.

The current study aimed to investigate whether there is a relationship between emotional intelligence (EI), functional capacity, fatigue, cognitive function, and quality of life (QoL) in HD patients and to assess the effect of a 9-month intradialytic exercise training program on EI levels. Seventy-eight dialysis patients (50 M/28 F, 60.6 ± 17.2 years) participated in the cross-sectional study. Afterward, a subgroup of 18 patients (15 M/3 F, 56.7 ± 12.3 years) completed a 9-month supervised intradialytic exercise training program (three times weekly). EI was assessed by the Schutte Self Report Emotional Intelligence Test (SSEIT) and the Wong and Law Emotional Intelligence Scale (WLEIS). Functional capacity was assessed by a battery of tests. Sleep quality, depression levels, and daily sleepiness were assessed via validated questionnaires. All assessments were carried out before and after the intervention. A significant positive correlation was found between the WLEIS scores and the physical component summary of the QoL questionnaire. In contrast, the WLEIS scores were negatively associated with general and physical fatigue. The SSEIT scores were positively associated with cognitive function. After nine months of exercise training, only the group with low WLEIS scores improved their EI score significantly compared to the baseline values (98.7 ± 7.0 vs. 73.0 ± 4.0, p = 0.020), while no changes were observed in the medium or high EI groups. In conclusion, patients with higher levels of EI showed increased quality of life and lower levels of fatigue. Patients with low levels of EI are more likely to benefit from an exercise training program compared to their medium- and high-level counterparts.

Exploring the Interplay of Emotional Intelligence and Conflict Resolution Approaches in the IT Industry Workplace

This study investigated the relationship between emotional intelligence (EI) and conflict resolution styles among IT professionals, while also exploring potential gender differences in these factors. A correlational design was employed with 200 participants aged 25-35 working in the IT sector in India. The Schutte Self-Report Emotional Intelligence Test was used to test emotional intelligence, and a questionnaire was used to examine conflict resolution styles. The results revealed a significant negative correlation between EI and conflict resolution scores, indicating that higher EI was associated with lower conflict resolution scores. No significant gender differences were found in either EI or conflict resolution styles. These insights have implications for training programs and organizational practices aimed at fostering positive work environments and effective conflict resolution strategies in the IT industry.

Relationship between Emotional Intelligence and Depression in Teaching Faculty of Basic Sciences at a Private Medical College: A Cross Sectional Correlational Study

Background: Emotional Intelligence (EI) spans five basic principles including awareness and management of self-emotions, ability to motivate oneself, awareness, and management of other’s emotions. EI takes a person to high level of professional as well as academic success by improving one’s cognitive performance far above the level attained by general intelligence (GI). In addition, EI enables one to control negative attributes such as anxiety, anger, and stress and highlight pragmatic and constructive feelings like congeniality, self-confidence and empathy. Objective: The current study was designed to estimate the level of emotional intelligence (EI) in teaching faculty of basic sciences at a private medical college and to check its correlation with depression. Study Design: Cross sectional correlational study. Settings: Lahore Medical &amp; Dental College, Lahore Pakistan. Duration: December 2021- April 2022. Methods: Two questionnaires including “Leadership Toolkit Emotional Intelligence Questionnaire” and “Patient Health Care Questionnaire 9 were used to collect the data. After approval from Institutional Review Board, informed written consent was taken from the participants. Data was collected by using convenient sampling technique from faculty of basic science departments. SPSS 22 was utilized for analysis of the data. Results: In the current study a total number of 72 faculty members participated. Out of total 72 participants, 69.4% (50) were in the average EI range and 23.6% (17) had good EI with only 6.9% (5) falling in the poor EI range. The mean score for overall EI was higher in senior faculty as compared to junior members with a value of 189.7 but the difference was not statistically significant. Similarly, no significant difference was found among male and female participants regarding overall EI as well as its constructs. The sub-sections managing emotions, motivating one-self and social skills showed significant difference with a higher value in the senior faculty. Overall, EI was found to be inversely correlated with depression with a p value &lt; 0.01. Conclusion: The score of Emotional Intelligence is reasonably good in the faculty of basic science departments. Moreover, EI has been found to be inversely correlated with depression.

초등고학년 창의ㆍ정서 통합프로그램 효과성 연구

The purpose of this study is to determine whether the creativity and emotion integration program for upper elementary school students is effective in improving the creativity and emotional abilities of elementary school students. The subjects of the study were a total of 63 upper-grade students from elementary schools in the metropolitan area, and 10 classes were conducted for 33 students in the experimental group. The effectiveness of the program was confirmed using Creativity Standardization Test (Lee, 2014) and Emotional Intelligence Test(Moon, 2001). The collected data was used to check the homogeneity of the two groups using the t-test in the SPSS 25.0 program, and then the results of the post-test were compared. The research results are as follows. First, the creativity-emotion integration program for upper grades of elementary school was effective in improving students' creative abilities among integrated creativity. Second, there was no statistically significant difference in the emotional intelligence scores of upper elementary school students. Accordingly, implications for improving the creative abilities and emotional intelligence of elementary school students using this program were discussed.

Relationship of emotional intelligence and capability of answering higher-order knowledge questions in physiology among first-year medical 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.

A Leave of Absence Might Not Be a Bad Thing: Registered Practical Nurses Working in Home Care During the COVID-19 Pandemic

To describe the resilience and emotional intelligence of Registered Practical Nurses working in Home and Community Care during the COVID-19 pandemic. Specifically, to determine if there was a relationship between resilience and emotional intelligence based on whether a nurse: (1) left the sector, (2) considered leaving, or (3) took a leave of absence during the pandemic. An online cross-sectional survey was used to capture respondents’ demographic information and scores on the Connor–Davidson Resilience Scale, Resilience at Work Scale®, and Wong and Law Emotional Intelligence Scale. Registered Practical Nurses working, or who had worked, in Home and Community Care January 2020 to September 2022 were eligible to participate. The Checklist for Reporting Results of Internet E-Surveys was used. The survey was available June to September 2022 and advertised by the Registered Practical Nurses Association of Ontario to approximately 2105 members. Descriptive statistics and independent samples t-tests were used to analyze results at a level of P &lt; .05 was used for all analyses. A total of 672 respondents participated (completion rate = 92.8%). There were no differences on resilience or emotional intelligence scores based on whether a nurse left, or considered leaving, the Home and Community Care sector during the pandemic. However, nurses who took a leave of absence scored significantly higher on resilience and emotional intelligence measures when compared to those who did not. Results suggest that a leave of absence for these nurses during the pandemic may have been a supportive coping strategy.

Dissociable neural correlates of trait and ability emotional intelligence: a resting-state fMRI study.

Emotional intelligence (EI) is one's ability to monitor one's own and other's emotions and the use of emotional information to enhance thought and action. Previous behavioral studies have shown that EI is separable into trait EI and ability EI, which are known to have distinct characteristics at the behavioral level. A relevant and unanswered question is whether both forms of EI have a dissociable neural basis. Previous studies have individually explored the neural underpinnings of trait EI and ability EI, but there has been no direct comparison of the neural mechanisms underlying these two types of emotional intelligence. The present study addresses this question by using resting-state fMRI to examine the correlational pattern between the regional amplitude of low-frequency fluctuations (ALFF) of the brain and individuals' trait EI and ability EI scores. We found that trait EI scores were positively correlated with the ALFF in the bilateral superior temporal gyrus, and negatively correlated with the ALFF in the ventral medial prefrontal cortex. In contrast, ability EI scores were positively correlated with the ALFF in the insula. Taken together, these results provide preliminary evidence of dissociable neural substrates between trait EI and ability EI.

The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis

IntroductionEmotional and spiritual intelligence are crucial factors in enhancing individuals’ knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis.Materials and methodsA search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation.ResultsThe overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26–16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08–140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18–0.51) and r = 0.50 (95% CI: 0.28–0.67), respectively.ConclusionsEmotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students’ academic achievement.

Correlation between critical thinking and emotional intelligence: a national cross-sectional study on operating room nursing students in Iran

Abstract Objective According to the World Federation of Medical Education, critical thinking should be part of the training of medical and paramedical students. Professionals can improve the quality of care of patients after surgery by having or acquiring this skill in health care. Also, Emotional intelligence is introduced as an important and effective factor on the professional performance and mental health of healthcare professionals. Thus, the present study was designed and implemented to determine the relationship between emotional intelligence and critical thinking among operating room nursing students of medical sciences universities in Iran. Methods This cross-sectional study was done on 420 operating room students in 10 top medical sciences universities of Iran in 2022. The sampling method in this research was multistage sampling. The data collection instruments included demographic characteristics, Rickett’s critical thinking, and Bradberry-Greaves’ emotional intelligence questionnaires. After receiving the ethics code, data collection was done for 2 months. For data analysis, descriptive and inferential analyses including independent t-tests, analysis of variance, and Pearson correlation were used. The collected data were analyzed by SPSS 18 (IBM Corporation, Armonk, New York, United States). P-value &lt;0.05 was considered significant. Results The mean age of the students participating in this study was 23.02 ± 3.70 years, with women constituting 67.4% of them. The results of data analysis indicated that the mean total score of critical thinking and emotional intelligence was 124.10 ± 37.52 and 114.12 ± 43.63, respectively. A direct significant correlation between critical thinking and emotional intelligence (r = 0.459, P-value &lt;0.001) and a significant relationship between gender and emotional intelligence (P-value = 0.028) were found. Conclusions Based on the present study results, educational managers in the Ministry of Health are suggested to consider suitable educational programs for improving critical thinking and emotional intelligence to enhance the quality of care provided by students in operating rooms.

The Perplexing Role of Emotional Intelligence in Driving; Anger and Violence in Medical Students

Emotionally intelligent medical students have an awareness about how to respond in a particular situation, they considered the pros and cons before giving response whereas the medical students who are low on the scale of emotional intelligence may react in an absurd way such as being anger and violent. Objectives: This study aimed to investigate the interplay between emotional intelligence (EQ), anger, and violent behavior among medical students. Specifically, it sought to analyze the association between emotional intelligence levels and the expression of anger and violence, as well as to compare emotional intelligence and aggression tendencies between male and female students. Methods: A correlational research design was employed, utilizing online surveys as the data collection method. A total of 200 medical students aged between 19 to 30 years participated in the study. Emotional intelligence, anger expression, and violent behavior were measured using standardized scales. Statistical analyses including descriptive statistics, Pearson correlation, and independent sample t-tests were conducted using SPSS 23.0 software. Results: The findings revealed a significant negative correlation between emotional intelligence and both anger expression and violent behavior. Male students exhibited higher levels of anger and violent behavior compared to female students. Emotional intelligence scores were lower in male students, indicating a potential contributing factor to their heightened aggression tendencies. Conclusion: The study provides empirical evidence supporting the association between emotional intelligence, anger, and violence in medical students. Lower emotional intelligence levels were linked to increased anger expression and violent behavior. These findings underscore the importance of integrating emotional intelligence education programs into medical curricula to mitigate aggression tendencies and promote healthier interpersonal relationships among students.

The Relationship Between Emotional Intelligence, Mental Health, and the English Achievement of College Students Based on Big Data Statistical Analysis

This article explores the association between emotional intelligence, mental health, and English proficiency among college students. Survey results reveal that the gender ratio of college students is roughly equal, and the number of participants is stable each year. Humanities majors comprise 31% of the total. The authors collected data from nearly 1000 college students, which was analyzed using a matrix model. Results suggest that while there is a weak correlation between emotional intelligence scores and English grades, there is a strong correlation between mental health scores and English grades. The researchers conducted a 3-month psychological intervention experiment on 60 sophomore students. These students showed improvement in both mental health scores and English scores. Additionally, survey results indicate student satisfaction with the testing and psychological intervention. Overall, this study demonstrates that mental health and English proficiency are closely related, and psychological interventions can positively affect language skills.

Enduring education and employment: Examining motivation and mechanisms of psychological resilience.

Resilience, the ability to bounce back from difficult events, is critical for an individual to negotiate stressors and adversity. Despite being widely studied, little is known about the processes involved in the development of resilience. The goal of the studies are to investigate the relationship between motivation orientation, emotional intelligence, cognitive appraisals, and psychological resilience. Two studies, using self-report questionnaires were conducted with employed young adults also enrolled in post-secondary studies (pre- and during the pandemic) to test the tenability of our proposed models. Study 1 and Study 2 showed that emotional intelligence and challenge appraisals were mediators of autonomous motivation and resilience. Study 2 revealed statistically significant differences in mean scores of autonomous motivation and emotional intelligence between non-pandemic students and pandemic students. Based on the findings, it is suggested that autonomous motivation, emotional intelligence, and challenge appraisals are important aptitudes for the development of resilience. Furthermore, findings suggest that social isolation caused by the pandemic may have affected levels of emotional intelligence. Ultimately, the research expands the literature on both self-determination theory and resilience by offering a unique multiple mediation model for predicting the development of resilience within the employed undergraduate population.

Assessing emotional intelligence domains and levels in substance use disorders

BackgroundMany individuals with substance use disorders face challenges in their social interactions and often have strained relationships with peers. Challenges related to problem-solving, stress management, and impulsivity often contribute to their substance use disorders. Emotional intelligence plays a pivotal role in assisting individuals with substance use disorders in coping with stress, enhancing peer connections, resolving problems, and preventing relapse. Consequently, our study aimed to assess emotional intelligence in individuals with substance use disorders and explore the factors influencing it. A cross-sectional study compared 50 individuals with substance use disorders and 50 healthy individuals. We assessed various factors, including clinical data, sociodemographic variables, family socioeconomic status, Addiction Severity Index (ASI) scores, and Emotional Intelligence (EI) scale scores.ResultsIndividuals with substance use disorders had significantly lower mean scores in total EI and its subscales compared to the healthy control group. Additionally, a higher percentage of individuals with substance use disorders exhibited low EI levels, while healthy individuals demonstrated better EI. Furthermore, there was a substantial association between higher ASI scores in individuals with substance use disorders and lower EI scores.ConclusionsLower EI scores are associated with an increased risk of substance use disorders. Also, can contribute to difficulties in impulse control, and challenges in managing relationships and stress. These findings underscore EI crucial role in preventing and treating substance use disorders.

Perceived Maternal Acceptance-Rejection as a Predictor of Emotional Intelligence in Adolescence

Background: Emotional intelligence (EI) plays a crucial role in the psychological development of adolescents, influencing their social behaviors and academic achievements. Previous research has established a connection between parenting styles, particularly maternal acceptance or rejection, and the development of EI in children. The warmth and support provided by a mother are essential elements that contribute significantly to the nurturing of EI during adolescence. Objective: This study aimed to investigate the predictive role of perceived maternal acceptance-rejection on the emotional intelligence of adolescents in Karachi, Pakistan, contributing to the existing body of knowledge by focusing on a non-Western context. Methods: The study was approved by relevant institutional review boards and adhered to ethical standards. A total of 600 adolescents, aged 13-17 years, were selected from various schools in Karachi, maintaining an equal distribution between genders. Participants were assessed using the Parental Acceptance-Rejection Questionnaire (PARQ) Child Form for mothers and the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQ-ASF). Data were analyzed using SPSS version 21.0, with linear regression analysis employed to examine the relationship between perceived maternal acceptance-rejection and EI. Results: The internal consistency of the scales was confirmed, with Cronbach's alpha values of .91 for the PARQ and .84 for the TEIQ-ASF. Linear regression analysis revealed a significant predictive relationship between perceived maternal acceptance-rejection and emotional intelligence (R = .213, R² = .045, F = 28.506, p &lt; .05). Specifically, maternal rejection was negatively associated with the EI scores of adolescents, indicating that higher levels of perceived rejection correlated with lower levels of EI. Conclusion: The findings underscore the importance of maternal acceptance in the development of emotional intelligence among adolescents. These results suggest that interventions aimed at enhancing maternal acceptance could potentially foster the development of EI, thereby contributing positively to the psychological well-being and social functioning of adolescents.

The relationship between emotional intelligence, self-efficacy, and clinical decision-making among critical care nurses in Jordan

ABSTRACT Nurses with high self-efficacy and emotional intelligence can provide effective clinical decision-making, which could influence the quality of healthcare. Also, there is a lack of studies about these variables in Arab countries including Jordan. Thus, this study purposed to assess the relationship between emotional intelligence, self-efficacy, and clinical decision-making among critical care nurses in Jordan. A descriptive correlational design was conducted on a sample of 407 nurses who work in critical care units in government, private, and educational health hospitals. The data were collected using a structured questionnaire during the period from March to May 2022. The results revealed that the participants’ mean scores of emotional intelligence, self-efficacy, and clinical decision-making were as follows: M = 5.22 (SD ± 0.18), M = 3.71 (SD ± 0.481), and M = 3.88 (SD ± 0.518), respectively, which reflected high levels of these variables. Emotional intelligence, self-efficacy, age, and marital status were positively correlated with clinical decision-making (β = 0.218, p < .001; β = 0.328, p < .001; β = 0.182, p = .01; β = 0.092, p < .05, respectively). Self-efficacy had the greatest association with clinical decision-making (T-Statistics = 6.37). Therefore, it is important to encourage and continuously implement strategies for critical care nurses to enhance their emotional intelligence and self-efficacy, and take into consideration age and marital status to improve their clinical decision-making skills to provide high-quality patient care. The main practical contribution originates from improving emotional intelligence and self-efficacy may increase the critical care nurses’ competencies in clinical decision-making, which will reflect positively on nurses’ health and patients’ outcomes.

Exploring Indonesian Primary School Teachers’ Emotional Intelligence: Comparisons by Gender and Teaching Experience

This study examined the level of emotional intelligence among private primary school teachers in selected Indonesian schools and differences in teachers’ EI by gender and teaching experience. Using a census survey, the study obtained emotional intelligence data from 107 Indonesian teachers—65 female and 42 male—from 19 private primary schools in Surabaya. The survey was administered using a Google Form containing 25 items on emotional intelligence adapted from Goleman (2011). The emotional intelligence items were divided into five subscales measuring self-awareness (four items), self-regulation (four items), motivation (six items), empathy (five items), and relationship management (six items). The EI data were analyzed using descriptive statistics to establish teachers’ EI levels and the Wilcoxon signed-rank test to determine teacher differences in EI by gender and teaching experience. The results indicated that private primary school teachers in Surabaya reported high levels of EI in all five of its dimensions. Both male and female teachers demonstrated a consistent distribution of emotional intelligence scores and no statistically significant differences by gender and teaching experience were found among the sample in terms of emotional intelligence.

Assessment of the emotional intelligence and its dimensions of medical interns

Background: Emotional intelligence (EI) is multidimensional and includes maturity, sensitivity and competency. It is the skill to identify and understand own and others’ emotions to respond appropriately. Medical interns are expected to have a high degree of EI to face their professional career challenges. During the medical professional training cognitive and clinical skills are evaluated but their EI and its dimensions are nor assessed; hence this study was planned to assess the EI and its dimensions in medical interns. Methods: Objectives were to assess the EI and its dimensions of 140 medical interns. Study design was a descriptive and cross-sectional study. Ethical approval from institutional ethics committee and informed written consent from participants was obtained; administered a questionnaire-based EI test. Data obtained was analysed by ANOVA. Results: Eighty (62.0%) participants were females and 49 (38.0%) males. The mean age of them was 23 years. The mean total EI score was 343.72. It was slightly higher (344.00) in the female interns than in males (343.27). Among the emotional dimensions majority (79.1%) of interns had significantly high (p=0.0001) percentile scores in competency. 67.4% were having significantly lower (p=0.0001) percentile scores in maturity dimension of EI. Sensitivity percentile score was high in 54.3% and low in 45.7% (p=0.7724). Conclusions: This study provides insight about the EI and its dimensions in the medical interns. The maturity and sensitivity are the weaker dimensions of EQ requiring improvement or further development.

Intelligent play: How improv can improve clinician's emotional intelligence.

Emotional intelligence (EI) of physicians significantly impacts their personal well-being and professional success with broad implications in health care. A focused training on EI is often lacking in medical curricula. We sought to understand the impact of improvisation training on clinicians' EI. Four online medical improv workshops were offered to a diverse group of physicians with varied levels of practice experience including medicine-paediatric residents, paediatric educators, practising paediatricians and internal/family medicine clinicians. The improv training was thoughtfully curated and remained consistent for all four cohorts, lasting 2 h. Self-reported EI scales (pre and post) were captured using an online survey tool. The overall EI score and the scores of three EI components were compared before and after training. Out of 64 participants, 41 participants (64%) completed both the pre- and post-surveys and were included in the final analysis. Participant's pre-training score (mean:123.9, range: 121.1-126.7) was compared to their post-training score (mean:128.9, range: 126.3-131.3). The t tests comparing EI scores showed that compared to pre-intervention, participants on average scored 4.9 points higher (95% CI: 3.1-6.7; p< 0.01) on the overall scale, 2.2 points higher (95% CI: 1.2-3.2; p< 0.01) on the appraisal score, 1.4 points higher (95% CI: 0.8-2.0; p< 0.01) on the regulation score and 1.2 points higher (95% CI: 0.4-2.1; p= 0.01) on the utilisation score. Improv training is an innovative method to fill the crucial gap in EI curricula. There was a statistically significant improvement in average score for clinicians' EI after a pilot improv training programme.

Relationship between emotional intelligence and resilience among surgical residents.

Surgical residents face many challenges and stressors during their training. Some residents can cope better with such difficult situations, whereas others experience burnout and anxiety. Emotional intelligence (EI) and resilience are personality traits that may be associated with a better response to adverse situations. A cross-sectional analytical study using validated questionnaires the Schutte Self-report EI Test (SSEIT) and the Connor-Davidson Resilience Scale (CD-RISC-25) was conducted to assess EI and resilience among the participants. Data were collected through the hard copies of the questionnaires, compiled using Microsoft Excel and analyzed using SPSS version 26. P < 0.5 was considered significant. The scores of EI and resilience were compared to evaluate the relationship between them. A correlation analysis was performed between EI and resilience by comparing the scores obtained from SSEIT and CD-RISC. Our analysis revealed a strong positive correlation between EI and resilience (r = 0.59, P < 0.0001). Based on our results, we can say that EI and resilience are positively correlated. This means that an emotionally intelligent person should exhibit a resilient behavior.