Investigating the Relationship Between Emotional Intelligence (EI) and Academic Performance Among Medical Student

Abstract

Background: Emotional intelligence (EI) is considered a potential non-cognitive predictor of academic success. Objectives: This study aimed to examine the relationship between EI and academic performance among medical students. Additionally, we explored the association of gender, age, place of birth, and stage of medical education with EI and academic performance. Methods: In this cross-sectional descriptive-analytical study, 230 medical students from Zabol University of Medical Sciences were selected using stratified random sampling. Data were collected through an electronic two-part questionnaire: Demographic information (gender, age, place of birth, stage of medical education, and cumulative GPA) and the Schering EI Questionnaire. Data were analyzed using SPSS version 26, employing descriptive statistics, independent samples t-tests, and Pearson correlation, with a significance level of P < 0.05. Results: Male students scored higher in social skills compared to female students, and students aged over 25 demonstrated greater social awareness than younger students. The older age group also exhibited better academic performance. Clinical-stage students outperformed pre-clinical-stage students academically. However, no significant correlation was found between overall EI scores and academic performance. Conclusions: While associations were observed between gender and social skills, as well as between age and social awareness, neither gender nor age significantly influenced overall EI scores. These findings suggest that EI may not be a direct predictor of academic performance in this population.