Total Emotional Intelligence Scores Research Articles

Emotional intelligence predicting subject-specific academic success: EQ-i Youth in South Africa

Background: Academic performance has been perceived as an element, which can change the lives of youth, while emotional intelligence (EI) often relates to adolescents’ well-being and, in turn, can influence academic performance. Emotional intelligence development is related to multiple beneficial outcomes and deemed a valuable tool for educational and career planning. However, there is a need for more EI-related guidance in youth interventions.Objectives: To inform such guidance, this is the first study that aimed to confirm the relationship between the academic results of South African adolescents and EI (measured using an updated assessment and newer EI model). It also aimed to determine whether specific EI scales were dominant predictors of subject-specific academic results.Methods: A quantitative research study was conducted following a non-experimental, correlational research design and stratified random sampling method. The study was conducted in secondary schools across South Africa. Academic results and EI scores of 284 adolescents between 13 and 19 years were available for correlational and regression-based dominance analysis techniques.Results: Results confirmed a significant positive relationship between total EI scores and academic year averages. Prominent findings included the decision making composite, which had the strongest relationship with and was the most dominant predictor of most compulsory subject averages.Conclusion: The results point to the importance of considering learners’ EI as a contributing aspect to their school performance, by incorporating learner-tailored EI testing and development at a school level.Contribution: Findings contribute to the criterion validity of the EQ-i Youth assessment and can guide teaching and career guidance initiatives in incorporating tailored EI strategies for learner development.

Insight into sleep quality and its relationship with emotional intelligence: results of a cross-sectional study among Italian university students.

This study aimed to investigate sleep habits and examine the relationship between sleep quality and its potential predictors, namely Emotional Intelligence (EI) and perceived health status. The present cross-sectional study was conducted between February 13 and February 28, 2023, at the "Magna Græcia" University of Catanzaro, in the Southern part of Italy. The study involved undergraduate students who were 18 years or older, proficient in the Italian language, and with no restrictions on the major attended. They completed a self-administered survey on socio-demographic information, health status, sleep quality (Pittsburgh Sleep Quality Index-PSQI), EI, and perceived health status. The majority of the sample (59.6%) was enrolled in medical or life science majors. The results showed a high prevalence of poor sleep quality and sleep latency was identified as the most affected aspect of it. The female gender and the self-perceived health status were the strongest predictors of poor sleep quality. Poor sleepers showed lower emotional clarity, emotional repair, and total EI scores. Moreover, as age increased, the odds of being classified as a poor sleeper increased by 7%. The survey highlights that poor sleep health is still a significant issue and empowering individuals to make proactive decisions to adopt healthy lifestyles in the early phase of life is of paramount importance. The study exhibited the interesting role of EI in influencing sleep quality, highlighting that when emotional events are insufficiently regulated, it may result in sleep disturbances. Therefore, the promotion of sleep quality requires an integrated yet innovative approach including emotion regulation.

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.

EMOTIONAL INTELLIGENCE IN THE SPORTS SECTOR: A PROFILE ANALYSIS OF EMPLOYEES

The aim of the study was to investigate the emotional intelligence levels of people working in sports organizations regarding different variables, such as gender, marital status and sports activities. A total of 272 (159 male, 113 female) participants working in sports organizations participated in the study voluntarily. The Emotional Intelligence Trait-Short Form (EQ-SF) scale was used as a data collection tool. SPSS 23 program was used for data analysis. The suitability of the data to normal distribution was examined with kurtosis and skewness values. The t test was used for comparisons between independent groups. The significance level was determined as p<.05. According to the data obtained, men's self-control, sociability sub-dimensions and total emotional intelligence scores were found to be significantly higher than women. Similarly, self-control, sociability sub-dimensions and total emotional intelligence scores of individuals who do sports were found to be significantly higher. However, in the comparison made according to marital status, no significant difference was found between emotional intelligence levels. As a result, it can be said that men working in sports organizations have higher levels of self-control, sociability and total emotional intelligence than women, and individuals who do sports have higher levels of self-control, sociability and total emotional intelligence than those who do not do sports.

A CORRELATIONAL STUDY TO ASSESS THE EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE AMONG B.SC (NURSING) FINAL YEAR STUDENTS

Emotional Intelligence (EI) is the ability to manage both your own emotions and understand the emotions of people around you. The study is titled A correlational study to assess the emotional intelligence and academic performance among B.sc(N) final year students in selected nursing colleges at Madurai.. The objectives were 1)To find out the level of emotional intelligence among the Bsc(N) final year students 2.To assess the level of academic performance among the Bsc(N) final year students 3.To determine the correlation between the emotional intelligence and academic performance among the Bsc(N) final year students 4.To associate the socio demographic variables with the level of emotional intelligence among the Bsc(N) final year students 5.To associate the socio demographic variables with the academic performance among the Bsc(N) final year students. Methodology: A Quantitative approach and descriptive correlational design were used. 62 nursing students were selected by purposive sampling technique and the data were collected using an Emotional intelligence questionnaire. Results: The levels of emotional intelligence for all domains such as Emotional awareness of average EI was 33(53.22%), good EI was 28 (45.16%) and excellent EI was 1 (1.61%). Regarding emotional management, average EI was 23(37.09%), good EI was 29(46.77%) and excellent EI was 10 (16.12%). Social emotional awareness of average EI was 11 (17.74%), good EI was 36 (58.06%) and excellent EI was 15 (24.19%). Relationship management of average EI was 18 (29.03 %), good EI was 33 (53.22%) and excellent EI was 11 (17.74%). Total score of emotional intelligence, in that average EI was 16 (25.80%), good EI was 43(69.35%) and excellent EI was 3 (4.83%). The non-significant p-value infers that there was no involvement among level of emotional intelligence and selected demographic variables except type of personality (x = 8.28, p - value 0.015). There was no involvement among level of emotional intelligence and selected demographic variables except education of father (x= 18.89, p - value 0.002, support system (x = 12.62, p - value 0.001). and type of personality (x = 7.094, p - value 0.007), Conclusions: Nursing students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance nursing students academic performance.

Are African academic women more emotionally intelligent than men? Exploring emotional intelligence, gender, and leadership in higher education

In recent years, organizational and management research has been reporting the presence of a systematic link between emotional intelligence (EI) and leadership effectiveness. Notwithstanding the practical significance, however, scholarly attention is far from adequate especially in the context of African higher education. Thus, taking Ethiopia as an example, this study investigates (a) gender differences in EI and (b) the relationship between EI and leadership style among leaders in selected higher education institutions. The study was conducted on 210 random samples of academic leaders (135 men and 75 women). Data was generated using an adapted measure Emotional and Social Competence Inventory (ESCI) to assess leaders' emotional intelligence (EI), while the Multifactor Leadership Questionnaire (MLQ-5x) was used to measure leadership styles. The findings show a strong positive relationship between emotional intelligence and transformational leadership, but no relationship was found between EI and transactional leadership. On the other hand, a significant negative correlation was found between laissez-faire leadership and leaders’ total EI scores. Furthermore, the study finds significant gender differences in emotional intelligence, with female leaders scoring higher in overall emotional intelligence and most of the EI components. These findings suggest that EI is the female leadership advantage. We strongly advise university administrators and policymakers to incorporate EI as a criterion for the recruitment, selection, and promotion of academic leaders to close the gender gap in higher education leadership.

Building a healthy lifestyle: the role of emotional intelligence among Italian university students

Given the numerous evidence demonstrating the influence of emotions in engaging risky behaviors, it seems inevitable to consider new approaches that promote healthy lifestyles. This study examines the relationship between emotional intelligence (EI) and unhealthy lifestyles among undergraduate university students in Southern Italy, since a correlation between EI and harmful health behaviors has been postulated. The present cross-sectional study was conducted among over 18-year-old university students using an online, anonymous, self-administered questionnaire. Socio-demographic characteristics, tobacco use, nicotine dependence, alcohol consumption, and skipping breakfast were investigated. Nearly a third of the sample were current smokers (30.9%). Problematic drinking was shown in 9.9% of the students. Almost one-fourth (23.1%) reported breakfast skipping ≥ 3 days a week. Emotional clarity and total EI scores were significantly lower in current smokers with moderate/high nicotine dependence. Problematic drinking revealed lower emotional clarity and total EI scores. Breakfast skippers showed lower emotional attention and total EI scores. The interconnectedness of unhealthy behaviors and the potential for one behavior to lead to or predict another were also shown. The study findings provide useful insights to develop evidence-based strategies to empower the young adults to choose a health-promoting lifestyle. The figures suggest that emotional learning interventions could support this goal.

Prevalence of Emotional Intelligence in Students at a Medical College in Pakistan

Background: Traditional thinking places high Intelligence Quotient (IQ) as the most important predictor of success but its contribution is only half that of Emotional Intelligence (EI), the ability to manage emotions. EI encompasses several skills, all of which need to be mastered for professional and personal success. 
 Objectives: To determine the emotional intelligence level of medical students at a private medical college in Lahore, Pakistan, and to see its association with gender and years of study.
 Methods: This cross-sectional study was conducted between January and March 2022. Convenience Sampling was used to select 370 medical students at a private college in Lahore, Pakistan, who filled out a questionnaire to measure their emotional intelligence. SPSS 20 was used for data analysis. 
 Results: The majority scored in the middle range of EI, with a mean score of 58.6±7.8 (out of a possible lowest score of 20 and highest of 80). There was a significant association of EI with gender as well as with years of study. Males had higher total EI scores than females (p.002), as well as higher mean EI score of 59.9±8 compared to 56.9±7.3 for females (p.001). Students from higher classes had higher total scores as well as higher mean scores than those from lower classes (p.001) and (p.001) respectively.
 Conclusions: Half the respondents got mid-range EI scores. While there were very few low scores, only a third scored in the desirable higher ranges indicating a need for counselling.

Emotional intelligence as a predictor of conflict management styles among dental hygiene students.

In dental hygiene education, a combination of ethics and professionalism, critical thinking, and problem-solving skills are utilized while managing conflict in academic settings, especially in academic clinical patient care settings. Limited evidence exists in determining whether emotional intelligence is related to conflict management styles (CMS). The purpose of this study was to determine whether relationships exist between emotional intelligence and CMS among undergraduate dental hygiene students. This quantitative cross-sectional survey research study involved a non-probabilistic sample of undergraduate dental hygiene students in the Western United States. The survey instrument consisted of three parts: 1. The Rahim Organizational Conflict Inventory-II (ROCI-II) included 28 questions measuring 5 CMS; 2. The Emotional Quotient Self-Assessment Checklist (EQSAC) included 30 questions measuring 6 domains of emotional intelligence (EI); and 3. Demographic questions. The data were analysed using descriptive statistics, correlational statistics and multiple linear regression. The responses from 92 participants were analysed. Most dental hygiene participants had EI scores in the moderate range and mainly used the collaborative and compromising CMS. Total EI scores were significant predictors of collaborative, compromising, accommodating and competing CMS. Improving EI scores may contribute to the increased use of the collaborative and compromising CMS in dental hygiene education.

Emotional Intelligence, Academic Performances and Associated Factors among Nursing Undergraduates in Selected Government Universities in Sri Lanka

Background: Emotional intelligence (EI) is considered as a main aspect that impacts the academic performance of students, particularly in the health field. The aim of this study was to assess the impact of EI on the academic achievement of the students and the socio-demographic factors affecting it. Methods: A cross-sectional study was conducted in four selected government universities. The systematic random sampling method was used to select/recruit participants. EI was assessed using a validated self-administered Genos EI scale (a concise version consisting of 7 domains; 31 questions equally weighted; total score of 155). Socio-demographic data were obtained using a self-administered questionnaire and the academic performance was assessed by the year GPA of the students who had completed the semester examinations. Ethical clearance was obtained from the Ethical Review Committee of KAATSU International University. Analysis was done by using the Spearman rank correlation, Mann-Whitney U test, and the Kruskal Wallis test employed since the data were not normally distributed. Results: Of 200 students; 80.0% were females (mean age 24.2 ± 2.59 years). The median total EI score was 114.0 (females-113.0, males-125.0; p = 0.073). Median score was highest for Emotional reasoning (male-21.00, Female-19.0; p=0.04) and lowest for Emotional Self Control (male-15.0, Female-14.0; p=0.067). A majority of 53.5% obtained 96-126 of total EI score. Demographic variables – gender, having siblings, family type, loss of parents, participation in extracurricular activities or parental education were not associated with the total EI score (p>0.05) except socio economic status (p=0.028) and study year (p=0.022). Academic performances were assessed by the GPA, and there was a moderate positive correlation between GPA and Emotional Intelligence among all three batches, 2nd year (p=0.004; r=0.435), 3rd year (p =034, r =0.376), 4th year (p=0.000; r = 0.641).A significant weak positive correlation was found with family relationships (p=0.003; r=0.214) and satisfaction with study of nursing (p=0.000; r=0.316). Conclusions: Emotional intelligence was associated with the factors such as study year, income level, self-satisfaction on the nursing programme whereas age, gender, education level, parental influence did not show any significant relationship. EI was shown to have a significant positive weak correlation with the GPA.

The Relationship Between Emotional Intelligence and Sleep Quality in Female High School Students: A Web-based Cross-sectional Study

Background Emotional intelligence as the ability to understand emotions in self and others, is recognized as underlying success in various aspects. Objective This study aimed to investigate the relationship between emotional intelligence and sleep quality in female high school students. Methods This cross-sectional study was conducted on 284 female high school students in Rasht in 2019-2020, selected by cluster sampling. Demographic, the Bar-On emotional intelligence, and the Pittsburgh sleep quality index (PSQI) questionnaires were completed online by the participants. Data were analyzed by IBM SPSS statistics software, version 22 using Spearman’s correlation coefficient and multiple logistic regression analysis. Results The Mean age of participants was 13.94±0.95 years, and the mean previous grade point average (GPA) of participants was 19.61±0.89. The Mean total score of students’ emotional intelligence and sleep quality were 334.95±42.82 and 4.71±3.20, respectively. There was a significant negative correlation between the total score of emotional intelligence and sleep quality (r=-0.427 and P<0.001). Also, 31% of the subjects had poor sleep quality (95% CI, 25.7%-36.6%), and the multiple logistic regression showed an inverse relationship between poor sleep quality and emotional intelligence score (OR=0.98, P<0.001). There was no association between demographic variables and sleep quality (P>0.05). Conclusion About a third of female students had poor sleep quality. There was a significant relationship between sleep quality and emotional intelligence. Therefore, poor sleep quality was associated with lower emotional intelligence.

The validity of a general factor of emotional intelligence in the South African context

Emotional intelligence (EI) plays an important role in the prediction of important work-related outcomes, such as work performance. Southern African scholars frequently deploy total scores of EI without considering its hierarchical structure. This study investigated the presence of a general factor, as manifested among the subscales of the EQ-i 2.0, using an archival dataset of 16 581 employees in Southern Africa. Orthogonal first-order, single-factor, higher-order, oblique lower-order and bifactor models were specified to investigate the hierarchical structure of EI. The evidence supports the notion that a total score could be calculated for EI based on the EQ-i 2.0. A total EI score also appears to be predictive of employees’ individual work performance, as measured by their managers. It might, therefore, be practically meaningful for practitioners to calculate or use a total score when making selection decisions about employees based on the EQ-i. 2.0.Contribution: The findings of the present study offer insights into the theoretical and empirical structure of EI based on statistical techniques that have not been used on the construct in the Southern African context. Concurrent validity evidence further provides additional support that an overall quantitative score, based on the EQ-i. 2.0, has utility in hiring practices, where the aim is to predict future work performance.

ОСОБЕННОСТИ ВОСПРИЯТИЯ ПРИВЛЕКАТЕЛЬНОСТИ ЛИЦА ПРИ РАЗНОМ УРОВНЕ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА

Background. Many studies have been devoted to the relationship between the perception of facial expression and emotional intelligence (EI). As a rule, the study of this issue involved the tasks of expression recognition with stimuli expressing strong basic emotions. However, diX erences in the success of expression recognition in groups with diX erent levels of EI are not always signiY cantly pronounced. Z is may be connected to the fact, that the recognition of basic expressions is too easy for subjects with both high and low EI scores. In order to conduct a more effective study of this issue, it is necessary to complicate the task of facial expressions recognition. To this end, one of the conY gurational eX ects of E. Brunswick stating that neutral faces with diX erent conY gurations of facial features are perceived as emotionally colored, can be used. Under these conditions, a more adequate task is not to assess the success of expression recognition, but to assess the attractiveness of the face, which is closely related to the perceived facial expression. Z us, faces with positive expressions are more o[ en rated as attractive, and vice versa. It is assumed that the study of the perception of neutral faces will reveal the features of the relationship between the perception of facial expression and EI. Objective. Z e study is meant to explore the relationship between the perception of facial attractiveness and EI. It was assumed that subjects with diX erent levels of EI would evaluate the attractiveness of neutral faces diX erently. Sample. Z e experiment involved 49 people (20 men and 29 women, in the age range of 18–35 years). Methods. Images of faces were presented on a monitor screen. Eye movements were recorded during stimuli presentation. Z e level of EI was assessed based on the results of the “Test of emotional intelligence” (TEI) (Sergienko et al., 2019). We calculated indicators of TEI for all branches of EI (the abilities to recognize, understand, manage, and use emotions), as well as the total score of EI. An analysis of face attractiveness scores as well as eye movement parametres (duration and number of Y xations, duration of saccades) was carried out for two groups of subjects with high and low EI scores.

Investigating the Relationship Between the Use of Problematic Social Networks and Emotional Intelligence in a Sample of Lebanese Adults.

Objective: To show the impact of problematic social media use (PSMU) on the 4 domains of emotional intelligence (emotional management, emotional awareness, social emotional awareness, and relationship management) among the Lebanese population.Methods: This cross-sectional study enrolled 466 adults (January-May 2019). The Social Media Disorder Scale and Quick Emotional Intelligence Self-Assessment were used to assess problematic social media use and emotional intelligence, respectively.Results: Higher PSMU was significantly associated with lower emotional management scores (β = -0.13), but not emotional awareness, social emotional awareness, relationship management, or total emotional intelligence scores. Female sex and older age were associated with higher social emotional awareness (β = 2.63 and β = 0.10, respectively) and relationship management (β = 2.12 and β = 0.13, respectively) scores.Conclusions: This study showed that higher PSMU was related to lower emotional intelligence. Future prospective studies are needed to gain an understanding of the relationship between PSMU and each component of emotional intelligence, as well as the mediating factors in such associations.

Emotionally Intelligent People Use More High-Engagement and Less Low-Engagement Processes to Regulate Others' Emotions.

Existing research has linked emotional intelligence (EI) with intrinsic emotion regulation (processes people use to regulate their own emotions). However, there has not yet been an empirical examination of whether EI abilities relate to extrinsic emotion regulation (processes people use to regulate other people’s emotions). This study (N = 178 undergraduates) examines whether ability EI (as measured by the Mayer–Salovey–Caruso Emotional Intelligence Test) correlates with eight extrinsic regulation processes (as measured by the Regulation of Others’ Emotions Scale, including downward comparison, expressive suppression, humour, distraction, direct action, reappraisal, receptive listening and valuing). Total ability EI score is significantly positively correlated with three high-engagement processes (r = .24, .40, and .16 for reappraisal, receptive listening, and valuing) and negatively correlated with two low-engagement processes (r = −.30 and −.38 for downward comparison and expressive suppression). When all four EI branches predicted each regulation process in multiple regression, only emotion management significantly predicted downward comparison, receptive listening and valuing, and only emotion management and understanding predicted expressive suppression (no significant regression coefficients for reappraisal). We conclude that the drivers of EI/extrinsic regulation associations are engagement with the target’s emotion and the emotion management branch of EI.

Social Intelligence, Self-Efficacy, and Stress-Coping Styles as Predictors of Emotional Intelligence in Nursing Students: A Descriptive Study

This study aims to determine the level of emotional intelligence, social intelligence, self-efficacy, and stress-coping strategies in nursing students, as well as investigate the relationship of emotional intelligence with these variables. The study design was a descriptive relational type. Data were collected from 322 students recruited from one nursing faculty and one faculty of health sciences. Nursing students’ total emotional intelligence score mean (127.73±15.33) was above average. Social intelligence, self-efficacy, and a self-confident coping style were important predictors of emotional intelligence (p

Gender Differences in the Effect of Resilience Training on Emotional Intelligence in At-Risk Students in Shiraz, Iran

Background: Adolescence is one of the most important and challenging stages in life. psychological, cognitive and emotional changes during this period can expose adolescents to high risk behaviors. Objectives: The current study examined the effectiveness of resilience training on emotional intelligence (EI) and assessed gender differences in this regard among adolescents living in the outskirts of Shiraz, Iran. Methods: This pre-post study included 191 students and used an intervention consisting of nine resilience-training sessions. The evaluated outcomes were EI and its 15 components. The paired-samples and independent-samples t-tests were used to analyze the data. Results: Out of 191 students, 88 (46.1%) were boys. Before and after the intervention, the mean EI score for boys was 312.52 ± 37.79 and 327.31 ± 37.75, while for girls, it was 310.74 ± 30.05 and 312.20 ± 29.51, respectively. Following the intervention, the scores of boys in problem-solving (P = 0.007), happiness (P = 0.001), emotional self-awareness (P = 0.044), optimism (P = 0.029), self-regard (P = 0.046), impulse control (P = 0.013), and social responsibility (P = 0.042), as well as the total score of EI (P = 0.005), increased significantly. However, only the optimism score (P = 0.004) rose significantly in girls post-intervention. In addition, there were significant differences in the mean of problem-solving (P = 0.006), happiness (P = 0.001), impulse control (P = 0.042), and the total score (P = 0.035) between boys and girls, before and after the intervention. Conclusions: Resilience training may help moderate high-risk behaviors among adolescents living on the outskirts of Iran’s major cities, particularly boys. Based on the gender differences in EI components, it was suggested that female adolescents required significantly more attention. Nonetheless, gender differences in EI components were contentious, and it was concluded that a variety of factors, including the socio-cultural context, may be involved.

Emotional Intelligence and Burnout Among Otorhinolaryngology-Head and Neck Surgery Residents.

BackgroundBurnout syndrome is common among surgical residents, negatively affecting their mental health, physical wellbeing, and work performance. We investigated the relationship between emotional intelligence (EI) and burnout among Otorhinolaryngology–Head and Neck surgery residents.MethodsThis cross-sectional study examined 51 residents across different Otorhinolaryngology-Head and Neck surgery programs at various hospitals in Saudi Arabia using a survey conducted between January 2021 and March 2021. The questionnaire had different validated measurements of burnout and included the Trait EI Questionnaire–Short Form, Maslach Burnout Inventory–Human Services survey, and questions regarding demographics and job satisfaction.ResultsOf all the residents, 17.6% had a high risk of burnout, 39.2% had emotional exhaustion (EE), 29.4% had depersonalization (DP), and 43.1% had a low sense of personal accomplishment (PA). A statistically significant negative association was observed between the total EI score and EE (r = −0.577, p < 0.001) and DP (r = −0.765, p < 0.001), indicating that higher total EI scores were associated with lower EE levels.ConclusionsPositive associations existed between high levels of EI, PA, and satisfaction with both surgical skills and specialty choice. Therefore, residency programs should use EI modifiers as tools to reduce the risk of burnout.

Assessment of the emotional intelligence and its dimensions of students at beginning of their medical profession education

Background: Medicine involves not only prescriptions but also a well-developed emotional intelligence (EI). The assessment of EI of students at their entry to medical professional training may identify weaknesses, if any, so as to be taken care during the course. Thus, it may be relevant to explore it and its dimensions because it is still a nascent field of research, hence this study was planned.Methods: Objectives were to assess the EI and its dimensions of first year MBBS students. Study design was a descriptive and cross-sectional study. Study sample were 150 first year MBBS students. Ethical approval from institutional ethics committee and informed written consent from participants obtained; administered a questionnaire based EI test. Data obtained was analysed by ANOVA. Results: The 53.1 % participants were females and 46.9% males. The 73.1% were 17-18 years of age and 26.9% were 19-21 years old. The mean total EI score was 353.01. Among the emotional dimensions sensitivity was significantly low (p=0.047) in males (87.35±15.34) than females (92.49±9.071). The emotional competency was significantly low (p=0.055) in the elder group (153.59±26.99) than the younger one (160.61±15.762).Conclusions: The study identified certain gender and age differences in the EI and some weaknesses among first year medical students. Emotional sensitivity was significantly low in males and emotional competency was significantly low in the elder age group.

Time Management Behaviors and Emotional Intelligence in Head Nurses in Emergency and Intensive Care Units.

Time management is of particular importance in nursing. One of the most effective variables associated with time management is emotional intelligence (EI). This study assessed the relationship between time management and EI and the level of EI and time management skills in head nurses in emergency and intensive care units. A cross-sectional study was conducted on all head nurses in the emergency and intensive care units of nine educational hospitals at Isfahan University of Medical Sciences in Iran in 2015 using Bradberry-Greaves' EI and Macan's Time Management Questionnaires. Participants' total time management score was (104.15 ± 6.98); total EI score was (128 ± 15.80). There was no significant relationship between overall EI and time management skills. There was a significant relationship between age and the emotional self-awareness dimension of EI (p = .027) and the mechanics dimension of time management (p = .037), and between work experience and overall time management skills (p = .049) and the mechanics dimension of time management (p = .038). Specific EI and time management skills may help head nurses to cope with the challenges they face, which may improve the quality of nursing care. Nursing leaders should consider the importance of time management and EI in increasing motivation and satisfaction of nursing staff and improving quality of care.