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Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates
BACKGROUND: Previous research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates. M...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5319135/ https://www.ncbi.nlm.nih.gov/pubmed/28219419 http://dx.doi.org/10.1186/s12909-017-0884-5 |
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author | Ranasinghe, P. Wathurapatha, W. S. Mathangasinghe, Y. Ponnamperuma, G. |
author_facet | Ranasinghe, P. Wathurapatha, W. S. Mathangasinghe, Y. Ponnamperuma, G. |
author_sort | Ranasinghe, P. |
collection | PubMed |
description | BACKGROUND: Previous research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates. METHODS: This descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS) and Schutte Self-Report Emotional Intelligence Test (SEIT). Examination results were used as the dichotomous outcome variable in a logistic regression analysis. RESULTS: Females had higher mean EI scores (p = 0.014). A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008). Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001). Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001) and a lower PSS score (p <0.05). Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98) and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69) were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with ‘Examination Results’. CONCLUSIONS: Higher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical student and also help to reduce the stress levels and cultivate better coping during professional life in the future. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12909-017-0884-5) contains supplementary material, which is available to authorized users. |
format | Online Article Text |
id | pubmed-5319135 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-53191352017-02-24 Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates Ranasinghe, P. Wathurapatha, W. S. Mathangasinghe, Y. Ponnamperuma, G. BMC Med Educ Research Article BACKGROUND: Previous research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates. METHODS: This descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS) and Schutte Self-Report Emotional Intelligence Test (SEIT). Examination results were used as the dichotomous outcome variable in a logistic regression analysis. RESULTS: Females had higher mean EI scores (p = 0.014). A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008). Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001). Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001) and a lower PSS score (p <0.05). Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98) and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69) were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with ‘Examination Results’. CONCLUSIONS: Higher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical student and also help to reduce the stress levels and cultivate better coping during professional life in the future. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (doi:10.1186/s12909-017-0884-5) contains supplementary material, which is available to authorized users. BioMed Central 2017-02-20 /pmc/articles/PMC5319135/ /pubmed/28219419 http://dx.doi.org/10.1186/s12909-017-0884-5 Text en © The Author(s). 2017 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. |
spellingShingle | Research Article Ranasinghe, P. Wathurapatha, W. S. Mathangasinghe, Y. Ponnamperuma, G. Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates |
title | Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates |
title_full | Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates |
title_fullStr | Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates |
title_full_unstemmed | Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates |
title_short | Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates |
title_sort | emotional intelligence, perceived stress and academic performance of sri lankan medical undergraduates |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5319135/ https://www.ncbi.nlm.nih.gov/pubmed/28219419 http://dx.doi.org/10.1186/s12909-017-0884-5 |
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