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Bitar A, Amnelius L, Kristoffersson E, Boman J. Emotional intelligence among medical students in Sweden - a questionnaire study. BMC MEDICAL EDUCATION 2023; 23:603. [PMID: 37620811 PMCID: PMC10464491 DOI: 10.1186/s12909-023-04570-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Accepted: 08/05/2023] [Indexed: 08/26/2023]
Abstract
BACKGROUND Emotional intelligence (EI), the ability to understand and regulate one's and other's emotions, has been linked to academic and clinical performance and stress management, making it an essential skill to develop during medical school. Nevertheless, uncertainty remains about the impact of medical education on EI, its association with sociodemographic factors, and the potential moderating role of gender. Therefore, this study aimed to explore levels of global EI among Swedish medical students based on their completed semesters while analyzing the potential moderator role of gender and identifying potential EI differences associated with age, gender, prior education, work experience, and previous experience working in a leadership position. METHODS The participants were medical students in semesters 1, 3, 5, 7, 9, and 11 at a Swedish University. Participants answered the self-report Trait Emotional Intelligence Questionnaire - Short Form (TEIQue-SF) and demographic questions. For each participant, the mean global trait EI was calculated (range 1-7), and differences were compared based on semesters and sociodemographic factors. In addition, we investigated the relationship between semester and EI scores with gender as a moderator. RESULTS Of the 663 invited medical students, 429 (65%) responded, including 269 women (62.7%), 157 men (36.6%), and 3 identifying as others (0.7%). The participants had a mean global trait EI score of 5.33. Final-year students demonstrated significantly higher global trait EI scores than first-year students, and gender did not have a moderating effect across semesters. Furthermore, students in the age group 25-29 years showed higher EI scores compared to those in the age group 21-24 years, while there were no significant differences in EI scores for older students (≥ 30 years) compared to other age groups. Higher EI scores were also positively associated with previous work-and leadership experiences. Gender and previous education did not significantly impact EI scores. CONCLUSIONS Our findings suggest that higher EI scores are associated with semesters of medical education, age, and previous work and leadership experience. Future longitudinal studies are needed to identify factors that could improve EI among medical students to design curricular activities aimed at supporting the EI of the next generation of physicians.
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Affiliation(s)
- Aziz Bitar
- Department of Clinical Science, Professional Development, Umeå University, Umeå, 901 87, Sweden.
| | - Lava Amnelius
- Department of Clinical Science, Professional Development, Umeå University, Umeå, 901 87, Sweden
| | - Emelie Kristoffersson
- Department of Clinical Science, Professional Development, Umeå University, Umeå, 901 87, Sweden
| | - Jens Boman
- Department of Clinical Science, Professional Development, Umeå University, Umeå, 901 87, Sweden
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Xu J, Choi MC. Can Emotional Intelligence Increase the Positive Psychological Capital and Life Satisfaction of Chinese University Students? Behav Sci (Basel) 2023; 13:614. [PMID: 37504060 PMCID: PMC10376301 DOI: 10.3390/bs13070614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 07/17/2023] [Accepted: 07/20/2023] [Indexed: 07/29/2023] Open
Abstract
The rise of artificial intelligence (AI) has led to dramatic changes in the learning environment and living conditions of college students, who face enormous psychological challenges in the ubiquitous AI environment. Modern student-management research has focused on developing mechanisms for enhancing life satisfaction, alleviating emotional anxiety, and improving self-confidence. This study aims to investigate the influence of participation in cultural and artistic activities on college students' life satisfaction. Through a questionnaire survey and data analysis of 708 college students, this study found a significant positive relationship between participation in cultural and artistic activities and college students' life satisfaction. Further mediation analysis showed that positive psychological capital played a mediating role between participation in cultural and artistic activities and life satisfaction. Additionally, emotional intelligence was found to play a moderating role in this relationship, and college students with higher emotional intelligence had a more significant effect on positive psychological capital in terms of participation in cultural and artistic activities. The results of this study herein provide a new understanding of life satisfaction research among college students and offer practical guidance for promoting college students' mental health and psychological well-being. This research also demonstrates the importance of participation in cultural and artistic activities and encourages college students to be active therein to enhance their psychological capital and improve life satisfaction. Furthermore, the cultivation and enhancement of emotional intelligence is emphasized as a key factor for college students to improve their psychological well-being through cultural and artistic activities.
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Affiliation(s)
- Jingyi Xu
- Department of Business, Gachon University, Seongnam 13120, Republic of Korea
| | - Myeong-Cheol Choi
- Department of Business, Gachon University, Seongnam 13120, Republic of Korea
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Vilca-Pareja V, Luque Ruiz de Somocurcio A, Delgado-Morales R, Medina Zeballos L. Emotional Intelligence, Resilience, and Self-Esteem as Predictors of Satisfaction with Life in University Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16548. [PMID: 36554428 PMCID: PMC9778840 DOI: 10.3390/ijerph192416548] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Revised: 12/03/2022] [Accepted: 12/06/2022] [Indexed: 06/17/2023]
Abstract
The present study examined if Emotional Intelligence (EI), resilience, and self-esteem predicted life satisfaction in university students. We computed correlations between the study variables, then, we compared the differences between men and women. Finally, a simultaneous multiple regression was performed. The sample was composed of 2574 university students (715 were men and 1859 were women), whose age ranged from 18 to 30 years with a mean (M) of 20.83 and a standard deviation (SD) of 2.45. The instruments used were the Wong and Law Emotional Intelligence Scale (WLEIS), the Wagnild and Young Resilience Scale (ER-25), the Rosenberg Self-Esteem Scale (RSES), and the Diener Satisfaction with Life Scale (SWLS). The results indicated that EI, self-esteem, and resilience correlated significantly and directly with satisfaction with life. Regarding sex differences, it was found that men had greater resilience, appraisal and recognition of emotion in others, and self-regulation of emotion. Women had greater appraisal and expression of emotion in self and self-esteem. The results showed that self-esteem, self-regulation of emotion, the use of emotion to facilitate performance, and acceptance of self and life as resilience factors predicted satisfaction with life. accounting for 48% of the variance. The variable that best predicted satisfaction with life was self-esteem.
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Affiliation(s)
- Vilma Vilca-Pareja
- Departamento de Ciencias y Tecnologías Sociales y Humanidades, Facultad de Ciencias y Tecnologías Sociales y Humanidades, Universidad Católica de Santa María, Arequipa 04013, Peru
| | - Andrés Luque Ruiz de Somocurcio
- Departamento de Psicología, Facultad de Ciencias y Tecnologías Sociales y Humanidades, Universidad Católica de Santa María, Arequipa 04013, Peru
| | - Ronald Delgado-Morales
- Departamento de Psicología, Facultad de Ciencias y Tecnologías Sociales y Humanidades, Universidad Católica de Santa María, Arequipa 04013, Peru
| | - Lizbeth Medina Zeballos
- Departamento de Psicología, Facultad de Ciencias y Tecnologías Sociales y Humanidades, Universidad Católica de Santa María, Arequipa 04013, Peru
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Toriello HV, Van de Ridder JMM, Brewer P, Mavis B, Allen R, Arvidson C, Kovar-Gough I, Novak E, O'Donnell J, Osuch J, Ulrich B. Emotional intelligence in undergraduate medical students: a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:167-187. [PMID: 34709484 DOI: 10.1007/s10459-021-10079-2] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Accepted: 10/10/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE To perform a scoping review to determine what is known about emotional intelligence (EI) in undergraduate medical education (UME). Two main questions were asked: A. What medical student characteristics are associated with EI? Are there correlations with demographic or other factors? B. What research studies have been done on EI in UME? For example, is there evidence EI changes over time as a result of personal experiences? Should EI be used as an admission criterion? Can EI improve as a result of experiences or deliberate interventions? METHOD The authors searched four databases (PubMed, PsycInfo, Education Resources Information Center, and Web of Science) for all papers published up to and including December 2020. Two reviewers independently screened articles to determine if they met inclusion criteria. All authors extracted and analyzed data. RESULTS A set of 1520 papers on the topic of emotional intelligence was identified, with 119 papers meeting inclusion criteria. Most studies were done at international locations with only 17 done at US medical schools. Seventy-five were cohort or cross-sectional studies. Study populations were mixed among the studies, with year of medical study, inclusion of other healthcare students, and participation rates among the inter-study differences noted. CONCLUSIONS Numerous gaps in the literature on EI exist with several points being clear: (1) there is disagreement on the definition of EI, (2) it is undetermined whether EI is a trait or an ability, and (3) there is marked variability among the instruments used to measure EI. It is also becoming apparent that using EI determination may be helpful as a component of the admission process, higher EI is likely related to improved clinical reasoning, and higher EI contributes to more effective stress management.
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Affiliation(s)
- Helga V Toriello
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA.
| | - J M Monica Van de Ridder
- Spectrum Health Hospitals, Grand Rapids, MI and Grand Valley State University, Allendale, MI, USA
| | - Patricia Brewer
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Brian Mavis
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Renoulte Allen
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Cindy Arvidson
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Iris Kovar-Gough
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Elizabeth Novak
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - John O'Donnell
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Janet Osuch
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
| | - Brian Ulrich
- College of Human Medicine, Michigan State University, Grand Rapids and East Lansing, MI, USA
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Pei L. Exploring mental health stigma among chinese-english bilinguals: Dual-process model of emotional competence, flipped learning readiness, and academic performance in Mainland Chinese Universities. Front Psychiatry 2022; 13:1001796. [PMID: 36172508 PMCID: PMC9510639 DOI: 10.3389/fpsyt.2022.1001796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 08/16/2022] [Indexed: 11/21/2022] Open
Abstract
Due to severe global competition and performance-related academic challenges, Chinese students are compelled to learn English and become bilinguals despite their non-English majors. Consequently, these students frequently experience psychological issues, including mental health stigma. Hence, the present study aims to explore the psychological factors associated with the academic performance of Chinese-English bilinguals as an outcome of their emotional competence, flipped learning readiness, and mental health stigma. Drawing on data from 448 Chinese-English bilingual students in universities in mainland China, the results based on structural equation modeling (SEM) indicated that their academic performance, flipped learning readiness, and emotional competence are negatively influenced by their mental health stigma. Moreover, the findings also validate that both flipped learning readiness and emotional competence significantly mediate the indirect effects of mental health stigma on the academic performance of bilinguals. The study's implications offer new and compelling evidence on the primary issue of mental health stigma among Gen Z bilingual students to raise deterrence against this psychological menace through collaboration across policymakers, academics, and mental healthcare providers.
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Affiliation(s)
- Lihua Pei
- Faulty of International Studies, Henan Normal University, Xinxiang, China
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Yusoff MSB, Hadie SNH, Yasin MAM. The roles of emotional intelligence, neuroticism, and academic stress on the relationship between psychological distress and burnout in medical students. BMC MEDICAL EDUCATION 2021; 21:293. [PMID: 34022865 PMCID: PMC8140426 DOI: 10.1186/s12909-021-02733-5] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Accepted: 05/12/2021] [Indexed: 05/13/2023]
Abstract
BACKGROUND Stress and burnout commonly threaten the mental health of medical students in Malaysia and elsewhere. This study aimed to explore the interrelations of psychological distress, emotional intelligence, personality traits, academic stress, and burnout among medical students. METHODS A cross-sectional study was conducted with 241 medical students. Validated questionnaires were administered to measure burnout, psychological distress, emotional intelligence, personality traits, and academic stress, respectively. A structural equation modelling analysis was performed by AMOS. RESULTS The results suggested a structural model with good fit indices, in which psychological distress and academic stress were noted to have direct and indirect effects on burnout. The burnout levels significantly increased with the rise of psychological distress and academic stress. Neuroticism was only found to have significant indirect effects on burnout, whereby burnout increased when neuroticism increased. Emotional intelligence had a significant direct effect on lowering burnout with the incremental increase of emotional intelligence, but it was significantly reduced by psychological distress and neuroticism. CONCLUSION This study showed significant effects that psychological distress, emotional intelligence, academic stress, and neuroticism have on burnout. Academic stress and neuroticism significantly increased psychological distress, leading to an increased burnout level, while emotional intelligence had a significant direct effect on reducing burnout; however, this relationship was compromised by psychological distress and neuroticism, leading to increased burnout. Several practical recommendations for medical educators, medical students, and medical schools are discussed.
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Affiliation(s)
- Muhamad Saiful Bahri Yusoff
- Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia.
| | - Siti Nurma Hanim Hadie
- Department of Anatomy, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia
| | - Mohd Azhar Mohd Yasin
- Deparment of Psychiatry, School of Medical Sciences, Universiti Sains Malaysia, Kota Bharu, Kelantan, Malaysia
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