Emotional Intelligence and cognitive abilities - associations and sex differences

Sex matters: Differences in prodromes, clinical and neuropsychological features in individuals with a first episode mania or psychosis

OBJECTIVE

This study was aimed at identifying sex differences in patients presenting a first episode mania (FEM) or psychosis (FEP) to help shaping early treatment strategies focused on sex differences.

METHODS

Patients with a FEM or FEP underwent a clinical, neuropsychological (neurocognitive functions and emotional intelligence) and functional assessment. Performance on those variables was compared between groups through general linear model, with sex and group (FEM vs FEP) as main effects and group by sex interactions.

RESULTS

The total sample included 113 patients: FEM = 72 (45.83 % females) and FEP = 41 (46.34 % females). There were significant main effects for group (not for sex) for most of the clinical features (depressive, negative and positive symptoms) and psychosocial functioning (χ2 = 8.815, p = 0.003). As for neuropsychological performance, there were significant main effects for sex and group. Females performed better than males in verbal memory (χ2 = 9.038, p = 0.003) and obtained a higher emotional intelligence quotient (χ2 = 13.20, p < 0.001). On the contrary, males obtained better results in working memory (χ2 = 7.627, p = 0.006). FEP patients significantly underperformed FEM patients in most cognitive domains. There were significant group by sex interactions for few neuropsychological variables, namely processing speed (χ2 = 4.559, p = 0.033) and verbal fluency (χ2 = 8.913, p = 0.003).

LIMITATIONS

Differences between sexes were evaluated, but the influence of gender was not considered. Retrospective evaluation of prodromes and substance use. No healthy control group comparator.

CONCLUSION

The main finding is the presence of significant sex effect and group by sex interaction on specific neurocognitive cognition and emotional intelligence measures. Tailored sex-based early treatment strategies might be implemented.

The Moderating Effect of Sex on Autistic Trait Emotional Intelligence, Alexithymia, and Empathy

Autism spectrum disorder (ASD) is associated with differences in social communication, and these differences are related to trait emotional intelligence (TEI), alexithymia, and empathy. Autism is known to present differently in males and females, but research on sex differences in TEI, alexithymia, and empathy is largely relegated to non-autistic people. Therefore, the current research sought to explore individual relationships between autistic characteristics and TEI, alexithymia, and empathy, as well as the possible influence of sex in these relationships. In the current study, autistic and non-autistic adults reported on their autistic characteristics, TEI, alexithymia, and empathy. Based on previous research, it was hypothesized that more autistic characteristics would be associated with less TEI, more alexithymia, and less empathy, and that these relationships would be more prominent amongst males. More autistic characteristics were associated with greater challenges across the three areas of interest. However, only the relationship between TEI and autistic characteristics was moderated by sex, such that males demonstrated higher support needs related to TEI than females. Results from this analysis indicate that adults with more autistic characteristics, regardless of diagnostic status, demonstrate differences in TEI, alexithymia, and empathy. The current analysis may offer additional context to the evolving understanding of empathy and autism by suggesting that TEI and alexithymia could account for differences in empathy. Moreover, sex seems to play a role in the relationship between autistic characteristics and TEI such that differences are especially prominent for males.

Trait emotional intelligence and resilience: gender differences among university students

BACKGROUND

Previous studies have reported strong correlations of emotional intelligence (EI) with mental health and wellbeing; it is also a powerful predictor of social functioning and personal adaption. Resilience is the ability to adapt to significant life stressors and is also crucial for maintaining and restoring physical and mental health. The aim of this study was to investigate EI and resilience in healthy university students, with a focus on gender differences in EI and resilience components.

MATERIALS AND METHODS

A total of 277 datasets collected via online questionnaire were analyzed. The questionnaire comprised the Self-Report Emotional Ability Scale (SEAS) developed by Freudenthaler and Neubauer for assessing trait EI facets and the Connor-Davidson Resilience Scale (CD-RISC).

RESULTS

Regarding trait EI, females scored significantly higher in the total score for interpersonal emotional skills and in the subscale "Perception of the emotions of others" than males. Men showed significantly higher total scores in intrapersonal emotion-related abilities than women, and in the subscales "Regulation of one's own emotions" and "Control over the expression of one's own emotions." Concerning resilience, female students had significantly higher scores in the CD-RISC subscales "Personal competence and tenacity," "Control," and "Spiritual influence." The intrapersonal trait EI (SEAS) sum score showed a significant positive correlation with the total scores of the CD-RISC (rs = 0.445, p < 0.001). There were also positive correlations between the interpersonal trait EI sum score and the CD-RISC total score (rs = 0.438, p < 0.001).

CONCLUSION

The results indicate gender differences in specific facets of trait EI and resilience, and an interaction between the two psychological constructs was demonstrated regardless of gender. For prevention of mental disorders and to foster wellbeing, it might be helpful to focus on improvement of self-perception in girls and women, and on supporting emotional awareness towards other people's emotions in boys and men. Further studies in the field should address other populations.

Emotional intelligence: a comparison between patients after first episode mania and those suffering from chronic bipolar disorder type I

BACKGROUND

Deficits in emotional intelligence (EI) were detected in patients with bipolar disorder (BD), but little is known about whether these deficits are already present in patients after presenting a first episode mania (FEM). We sought (i) to compare EI in patients after a FEM, chronic BD and healthy controls (HC); (ii) to examine the effect exerted on EI by socio-demographic, clinical and neurocognitive variables in FEM patients.

METHODS

The Emotional Intelligence Quotient (EIQ) was calculated with the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Performance on MSCEIT was compared among the three groups using generalized linear models. In patients after a FEM, the influence of socio-demographic, clinical and neurocognitive variables on the EIQ was examined using a linear regression model.

RESULTS

In total, 184 subjects were included (FEM n = 48, euthymic chronic BD type I n = 75, HC n = 61). BD patients performed significantly worse than HC on the EIQ [mean difference (MD) = 10.09, standard error (s.e.) = 3.14, p = 0.004] and on the understanding emotions branch (MD = 7.46, s.e. = 2.53, p = 0.010). FEM patients did not differ from HC and BD on other measures of MSCEIT. In patients after a FEM, EIQ was positively associated with female sex (β = -0.293, p = 0.034) and verbal memory performance (β = 0.374, p = 0.008). FEM patients performed worse than HC but better than BD on few neurocognitive domains.

CONCLUSIONS

Patients after a FEM showed preserved EI, while patients in later stages of BD presented lower EIQ, suggesting that impairments in EI might result from the burden of disease and neurocognitive decline, associated with the chronicity of the illness.

The location of emotional intelligence measured by EQ-i in the personality and cognitive space: Are there gender differences?

Introduction

Emotional Intelligence (EI) is first described by Salovey and Mayer as the ability to perceive and understand emotions and the ability to use them as supports for thoughts. Despite the great notoriety of EI, its definition remains not completely clear. An operative definition of EI can be achieved by studying its connection with other individual characteristics such as gender, personality traits, and fluid intelligence.

Methods

The sample was composed of 1,063 Italian subjects. A total of 330 participants were employed (31.0%; 57.9% men) and 702 were university students (66.0%; 38.7% men). The Emotional Quotient Inventory (EQ-i), one of the most used questionnaires in literature, was used to measure EI. The exploratory structural equation modeling (ESEM) was used to assess the role of personality traits (five-factor model of personality) and fluid intelligence in EI. Statistical analyses on differences between men and women means of total and subscale EQ-i scores were estimated to evaluate whether EI, measured by EQ-i, is influenced by gender. Furthermore, a Multigroup Confirmatory Factor Analysis was conducted to assess measurement invariance in relation to gender groups.

Results

Emotional Intelligence, measured by EQ-i, is prevalently connected with personality traits rather than fluid intelligence. Furthermore, men outperformed women in the Intrapersonal and Stress Management EI factors, and women outperformed men in the Interpersonal EI factor. No difference in the means of the EI total score and EI latent general factor did not differ between gender groups.

Conclusion

Emotional Intelligence, measured by EQ-i, can be conceptually considered as a Trait EI. Furthermore, men are more capable to cope with negative events and to control impulses, while women are more able to distinguish, recognize, and comprehend others' emotions.

Gender differences in empathy, emotional intelligence and problem-solving ability among nursing students: A cross-sectional study

BACKGROUND

Empathy, emotional intelligence (EI) and problem-solving ability are three important characteristics that influence effective communication in clinical practice. Previous studies have not adequately explored the specific relationships between these three abilities and their gender differences among nursing students.

OBJECTIVE

We sought to investigate the current state of emotional intelligence, empathy, and problem-solving ability in nursing students and to identify whether gender differences affect these three characteristics and how gender differences can be used to educate nurses on empathy.

DESIGN

We conducted a cross-sectional survey.

PARTICIPANTS

A total of 993 nursing students from two grade A tertiary hospitals in Hunan, China participated in this study.

METHODS

Data were collected using the Empathy of Clinical Nurse Scale (ENCS), Emotional Intelligence Scale of Clinical Junior Nurses (EIS) and Social Problem-Solving Inventory (SPSI). Data were analyzed using an independent samples t-test, Pearson correlation and hierarchical multiple linear regression.

RESULTS

There was no significant difference in the ENCS and SPSI scores between male and female nursing students, but male nursing students had lower EIS scores (P < 0.05). A significant association was found between ENCS, EIS and SPSI on most dimensions among female nursing students, but no significant association was found between ENCS and EIS for total scores among males. We found that problem-solving ability was the most important factor affecting the variation in empathy for both male and female nursing students through hierarchical multiple regression analysis.

CONCLUSIONS

Gender differences are reflected not only in the level of emotional intelligence but also in the relationships between emotional intelligence, empathy, and problem-solving ability. Nursing educators should be aware of how gender differences can affect these three traits; this is particularly important for teaching based on students' aptitudes.

A case-control study on the driving factors of childhood brain volume loss: What pediatricians must explore

BACKGROUND

The brain volume loss also known as brain atrophy is increasingly observed among children in the course of performing neuroimaging using CT scan and MRI brains. While severe forms of brain volume loss are frequently associated with neurocognitive changes due to effects on thought processing speed, reasoning and memory of children that eventually alter their general personality, most clinicians embark themselves in managing the neurological manifestations of brain atrophy in childhood and less is known regarding the offending factors responsible for developing pre-senile brain atrophy. It was therefore the goal of this study to explore the factors that drive the occurrence of childhood brain volume under the guidance of brain CT scan quantitative evaluation.

METHODS

This study was a case-control study involving 168 subjects with brain atrophy who were compared with 168 age and gender matched control subjects with normal brains on CT scan under the age of 18 years. All the children with brain CT scan were subjected to an intense review of their birth and medical history including laboratory investigation reports.

RESULTS

Results showed significant and influential risk factors for brain atrophy in varying trends among children including age between 14-17(OR = 1.1), male gender (OR = 1.9), birth outside facility (OR = 0.99), immaturity (OR = 1.04), malnutrition (OR = 0.97), head trauma (OR = 1.02), maternal alcoholism (OR = 1.0), antiepileptic drugs & convulsive disorders (OR = 1.0), radiation injury (OR = 1.06), space occupying lesions and ICP (OR = 1.01) and birth injury/asphyxia (OR = 1.02).

CONCLUSIONS

Pathological reduction of brain volume in childhood exhibits a steady trend with the increase in pediatric age, with space occupying lesions & intracranial pressure being the most profound causes of brain atrophy.

Adolescent cognitive function and incident early-onset type 2 diabetes

BACKGROUND

Cognitive function among apparently healthy adolescents has been associated with cardiovascular morbidity and mortality. We examined the relationship between global and subdomain cognitive scores in adolescence and early-onset type 2 diabetes (T2D) in men and women.

METHODS

A nationwide, population-based study of 971,677 Israeli born adolescents (56% men; mean age 17.4 years) who were medically examined and their cognitive performance was assessed before compulsory military service during 1992-2010. Data included global and subdomain cognitive Z-scores (problem-solving, verbal abstraction and categorization, verbal comprehension, and mathematical abilities). Data were linked to the Israeli National Diabetes Registry. The relations between global and subdomain scores and incident T2D was determined using Cox proportional hazard models and logistic regression models. Analyses were conducted separately for men and women.

FINDINGS

During 16,095,122 person-years, 3,570 individuals developed T2D. After adjustment, those in the low compared to the high quintile of global cognitive Z-score had the highest risk for T2D; HR 2.46, (95% CI 2.10-2.88) for men and 2.33 (95% CI 1.88-2.89) for women. A one-unit lower global cognitive Z-score was associated with 1.41 (95% CI 1.34-1.48) and 1.46 (95% CI 1.36-1.56) increased risks for men and women, respectively. The relationship was noted for the cognitive subdomains scores as well as for the global cognitive score, with no heterogeneity across cognitive subdomains.

INTERPRETATION

This large nationally representative cohort suggests relationship between global, as well as subdomain cognitive scores in late adolescence, and incident early onset T2D in both sexes, which was independent of socioeconomic status.

Investigating Neurocognitive Functioning in Youths With Externalizing Disorders From the Philadelphia Neurodevelopmental Cohort

PURPOSE

Disruptive behavior disorders (DBD) and attention-deficit/hyperactivity disorder (ADHD) are externalizing disorders that frequently co-occur but also have distinct clinical characteristics. Identifying distinct neurocognitive phenotypes may help optimizing individual diagnosis and treatment of both disorders.

METHODS

Using data from 6,517 children and adolescents from the Philadelphia Neurodevelopmental Cohort, we investigated diagnostic group (i.e., typically developing, DBD, ADHD, DBD + ADHD) and sex differences across various neurocognitive functions, as well as co-occurring psychiatric symptoms, while adjusting for various confounding factors.

RESULTS

Neurocognitive deficits were associated with ADHD but not DBD. Co-occurring DBD in both girls and boys with ADHD did not appear to have an additive deteriorating effect on neurocognitive functioning. Task-specific sex differences were observed but did not interact with diagnostic group.

CONCLUSIONS

The findings of this study suggest that neurocognitive deficits in DBD seem to be largely driven by co-occurring ADHD and this applies equally to both sexes.

Short-Term Retest Performance in Young versus Older Adults: Consideration of Integrated Speed-Accuracy Measures

Objectives: The current research addressed gaps in the literature regarding short-term computerized cognitive retest performance in young and older adults using two integrated speed-accuracy metrics. The aims were: (a) to advance the aging literature on short-term retest performance using a computerized cognitive battery and a retest schedule that included both within- and between-day time points, and (b) to assess the test-retest reliability of two integrated speed-accuracy metrics, inverse efficiency scores (IES) and balanced integration scores (BIS).Method: Twenty young (18-23 years) and thirty older (65-71 years) men completed a battery measuring a range of cognitive functions, six times over three testing days, each 1 week apart.Results: Compared to young adults, older adults exhibited steeper within- and between-day performance gains in IES and BIS, which may reflect a combination of lower initial cognitive ability and familiarity, indicating that older adults may require more familiarization on computerized tests. Relative to unadjusted reaction times, IES reliability appeared comparable in older adults, but slightly lower among young adults. The reliability of BIS was lower than unadjusted reaction times and IES in both age groups.Discussion: Our findings provide guidance for researchers wanting to combine speed and accuracy into a single performance metric in repeated testing contexts.

Towards a Model of Valued Human Cognitive Abilities: An African Perspective Based on a Systematic Review

Studies that investigate cognitive ability in African children and estimate the general cognitive abilities of African adults tend to work with existing models of intelligence. However, African philosophy and empirical studies in cross-cultural psychology have demonstrated that conceptualizations of human cognitive ability vary with location. This paper begins with the assumption that the existing Anglo-American models of cognitive abilities are valuable but limited in their capacity to account for the various conceptualizations of valued cognitive abilities in different human societies. On the basis of this assumption, I employ extant empirical evidence generated through ethnographic studies across Africa to formulate what an African model of valued human cognitive ability ought to be. The output of this formulation has been so christened a model of valued cognitive ability in order to draw attention to the fact that models of cognitive abilities have currency and values in each human society. This value allocation is expected to influence which elements of cognitive ability each human society will promote and develop. In addition, implications for theory, research and praxes are discussed.

Be aware, make it clear, and take the Lead: emotion regulation difficulties and emotional intelligence as moderators of cognitive reappraisal

Two research traditions explain the way we deal with emotional situations: emotional intelligence (EI) and emotion regulation (ER). EI refers to the individual differences in the knowledge, identification, and regulation of emotions. ER describes processes in which emotions are experienced, expressed, and altered. Our study examined the EI-ER link and their moderating role on affective responses. We used self-report questionnaires and a cognitive reappraisal (CR) task, in which subjective affective responses were registered. We found that higher levels of ER difficulties correlated with lower EI. Gender had an overall impact on affective changes, indicating a more unpleasant and more arousing affective state for women compared with men. Regarding the moderating role of EI and ER difficulties, the ability to utilize emotions (Utilization) decreased the valence into a more unpleasant direction, similar to the effect of the inability to identify and differentiate emotions (Clarity). A weak control over emotions (Impulse), however, increased the valence into a more pleasant direction. The lack of attention to emotional signals (Awareness) marginally decreased the initial intensity (i.e., lower level of arousal). We demonstrated that EI and ER have distinctive routes and a different influence on the affective outcome defined by valence and arousal ratings: (1) EI has an impact through the utilization of emotions mainly on the valence dimension; and (2) individual differences in ER have a moderating effect on both valence and arousal dimensions. This study provided evidence on how individual differences contribute to a successful ER process when using a CR strategy.

Emotional Intelligence and Quality of Life in Elderly Diabetic Patients

BACKGROUND

Coordination of various physical and mental aspects of individuals, including the ability to control difficult conditions and situations has an effect in the prevention and development of various diseases, such as diabetes, and the improvement of the quality of life. Therefore, the purpose of this study was is to determine the effect of emotional intelligence on the quality of life of elderly diabetic patients.

METHODS

This study was conducted in 2018. The statistical population in this cross-sectional study consisted of elderly people referred to the health centers of Kermanshah province in western Iran, who were divided via available sampling into two groups with diabetes and without diabetes. Data gathering tools were a couple of LIPAD Quality of Life and Shrink Emotional Intelligence standard questionnaires. The Data was analysed using software SPSS, 23 th version. Tests were used (T-test, Chi-square, Anova and regression).

RESULTS

Most of them were male (52.72%) and the mean age of the patients was 65.01(±6.08) years old and married. The quality of life score in diabetics and non-diabetics was respectively 51.9 and 50.37 with a standard deviation of 17.73 and 20.54. The mean total score of emotional intelligence in the elderly with diabetes was 99.42 with a standard deviation of 10.37 and non-diabetic subjects were 97.18 with a standard deviation of 18.4.

CONCLUSION

There was no significant difference between the mean scores of quality of life (0.652) and emotional intelligence (0.421) in diabetic and non-diabetic individuals. But, the emotional intelligence has an effect on the quality of life of the elderly people.

Rasch Measurement of the Brief Situational Test of Emotional Management in a Large Portuguese Sample

Emotional management (EM) is a crucial skill for achieving relevant biopsychosocial goals, and there has been an increased demand for the effective measurement of EM ability. The current study aimed to explore the psychometric properties of the Portuguese version of the brief Situational Test of Emotional Management (STEM-B) using the item response theory in a sample of 899 participants. The global fit indicated the model had a good adjustment, with most items aligning vertically across the logit scale and presenting an adequate range of item difficulty and fit. Differential item functioning analysis showed no differences in difficulty between genders, but some items differed according to the education level and age-groups. Overall, findings suggest the STEM-B is a psychometrically sound measure for specific testing of EM skills that has the potential to be used across cultures and fields.

Evaluation of emotional intelligence (EI) in neuromyelitis optica spectrum disorder (NMOSD) patients compared to healthy individuals

BACKGROUND

Neuromyelitis optica spectrum disorder (NMOSD) is known as an autoimmune astrocytopathic disorder involving central nervous system (CNS). The aim of this study was to compare Emotional Intelligence (EI) score between NMOSD patients and healthy individuals, and to find out the possible effect of this disease on EI.

METHODS

A total of 45 NMOSD participants and 48 healthy individuals were enrolled in this study. Demographic information (e.g., gender and age) of all participants as well as their level of education, and data on the patients' duration of disease were collected. EI of each participant was assessed using Persian version of Emotional Quotient inventory (EQ-i) questionnaire.

RESULTS

The mean total EI score was significantly different between the participants and controls (322±36.7 vs 338±31.5, p value<0.03). Compared to controls, patients had a poor performance in 4 of 15 EI subscales including emotional self-awareness (21.29±3.6 vs 22.85±3, p value<0.03), optimism (22.4±4 vs 24.1±3.1, p value<0.03), self-regard (22.7±4.6 vs 24.5±3.4, p value<0.04), and impulse control (16.9±6.5 vs 19.5±5.5, p value<0.05). No difference was found between anti-aquaporin-4 antibody (AQP4-IgG) positive and AQP4-IgG negative patients regarding EI score or its subscale scores, except for self-actualization (p value<0.05).

CONCLUSION

Our study showed that EI could be regarded as a tool for understanding emotions, thoughts, and behavior of NMOSD patients. It was implied that taking therapeutic steps could improve the performance of NMOSD patients with EI impairment in social life.

Trait emotional intelligence and self-assessment of classroom learning in medical students

INTRODUCTION

Trait emotional intelligence (EI) is the self-perception of emotional abilities. It is an important predictor of academic performance. Students' self-assessment (SSA) of knowledge gained from classroom teaching may help in the identification of deficiencies in knowledge and provide scope for further improvement. We aimed to evaluate the correlation between EI and SSA capability.

METHODS

We conducted a cross-sectional, observational study with 56 first-year medical students recruited as a convenience sample. We used the "Trait Emotional Intelligence Questionnaire Short Form" to assess Trait EI. For assessment of SSA, we asked the participants to write answers to a set of questions related to the topic of the preceding 1-h lecture and to assess their marks themselves. Three subject experts checked the answer sheets and we took the mean as the expert assessment (EA) marks. The correctness score of prediction was calculated by comparing SSA and EA marks. Pearson correlation coefficient (r) was calculated between EI scores and SSA correctness score.

RESULTS

In all sessions, the students underpredicted their marks. SSA correctness score showed a positive correlation with well-being (r=0.33; P=0.01); self-control (r=0.57; P<0.01); emotionality (r=0.51; P<0.01); sociability (r=0.51; P<0.01); and total score (r=0.64; P<0.01) of trait EI.

CONCLUSION

Underprediction of marks in formative assessment is common in 1st-year medical students. Students with higher levels of EI may predict their knowledge gained from classroom better than the students with lower EI. This may be a potential reason for the better academic performance of students with higher EI.

An Examination of Ability Emotional Intelligence and Its Relationships with Fluid and Crystallized Abilities in a Student Sample

This study investigated correlative, factorial, and structural relationships between scores for ability emotional intelligence in the workplace (measured with the Geneva Emotional Competence Test), as well as fluid and crystallized abilities (measured with the Intelligence Structure Battery), carried out by a 188-participant student sample. Confirming existing research, recognition, understanding, and management of emotions were related primarily to crystallized ability tests measuring general knowledge, verbal fluency, and knowledge of word meaning. Meanwhile, emotion regulation was the least correlated with any other cognitive or emotional ability. In line with research on the trainability of emotional intelligence, these results may support the notion that emotional abilities are subject to acquired knowledge, where situational (i.e., workplace-specific) emotional intelligence may depend on accumulating relevant experiences.

Relationship of Emotional Intelligence, Intelligence Quotient, and Autonomic Reactivity Tests in Undergraduate Medical Students

BACKGROUND

Emotional intelligence is emerging as a determinant of success of an individual in their professions. Therefore, this study was designed to decipher the association of emotional intelligence, intelligence quotient, and autonomic stress reactivity tests in undergraduate medical students.

METHOD

Fifty-two undergraduate medical students were recruited in this study. Validated questionnaires for EI-self report and performance based-and IQ were filled by all the participants. Autonomic reactivity tests-lying to standing, deep breathing (DBT), Valsalva maneuver, cold pressor (CPT), and handgrip tests-were also performed. Correlational analysis was done using GraphPad Prism version 5.00.

RESULTS

Performance-based EI had a positive correlation with DBT responses and an inverse relation with CPT response. Additionally, sub-grouping on the basis of emotional quotient (EQ) and IQ and comparing their autonomic profile revealed an important pattern of parasympathetic reactivity-wherein it was higher in both high > EQ high IQ low > EQ low IQ high > both low .

CONCLUSIONS

Emotional intelligence is associated with autonomic reactivity responses. EQ has a positive relation to parasympathetic system while a negative relation to sympathetic system emphasizing the association of sympatho-vagal balance with the emotional intelligence of an individual. Also, parasympathetic responses in an individual differed significantly in groups based on EQ and IQ which again focuses on the strong relation between higher parasympathetic reactivity and emotional intelligence. This study highlights the probable role of emotional intelligence in medical students in deciphering not only their empathy towards patients, but also their physiological responses and cognitive capacity.