The Role of Gender and Academic Progression in Psychological Resources Among Allied Health Students: A Multicenter Cross-Sectional Study

Abstract

Background: Healthcare students in technically demanding disciplines experience substantial psychological pressure. Objectives: This study aimed to examine differences in emotional intelligence (EI), self-compassion (SC), and academic resilience (AR) by gender and academic semester among undergraduate students in anesthesia, operating room technology, and emergency medical services. Methods: This multicenter cross-sectional study included 452 students recruited through convenience sampling from four medical universities in Tehran. Data were collected using the Short Form Self-Compassion Scale (SCS-SF), Brief Emotional Intelligence Scale (BEIS-10), and Academic Resilience Scale (ARS). Data were analyzed using descriptive statistics, independent-samples t tests, and one-way analysis of variance (ANOVA) with Tukey post hoc tests. Results: Significant positive correlations were observed among EI, SC, and AR (P < 0.001). Male students reported significantly higher EI (P = 0.003) and SC (P = 0.017) scores than female students. No significant gender differences were observed in AR. All three psychological resources varied significantly across academic semesters (P < 0.01), with third-semester students reporting the highest levels. Married students reported significantly higher AR than single students (P = 0.023). Psychological profiles did not differ significantly by academic discipline or grade point average (GPA). Conclusions: Psychological resources among allied health students appear to vary across academic stages, with a notable decline in later semesters as clinical and academic demands intensify. These findings underscore the need for continuous psychological support tailored to students’ stage of training, rather than one-time interventions at the start of training. Integrating EI and SC training into the curriculum may help mitigate the effects of sustained stress in demanding clinical education.