| dc.description.abstract | 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). Sociodemographic
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, selfsatisfaction
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. | en_US |
