Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

Investigating Emotional Intelligence: A Cross-Sectional Study of Pune's Postgraduate Medical Scholars

Introduction Emotional intelligence (EI), which encompasses the ability to perceive, understand, and manage emotions, is crucial for effective human interaction. In healthcare, especially in medicine, compassion and empathy are prioritized qualities associated with enhanced patient outcomes, increased patient compliance, and overall improved healthcare experiences. This study focused on postgraduate medical students to assess their EI levels and identify influencing factors. Methods This cross-sectional study aimed to evaluate the EI of postgraduate students at a medical college in Pune. Participants, who willingly participated, engaged in face-to-face interviews where they completed a questionnaire addressing sociodemographic information, workload, stress, and Schutte's Emotional Intelligence Test. Data analysis, conducted using MedCalc and Epi Info, presented qualitative variables as frequencies and quantitative data as mean (SD) or median (IQR). Statistical tests were used to identify the associations. Results Involving 139 postgraduates, our study found a mean EI score of 123.48 (12.30). The majority, 97(69.78%), displayed normal scores, 23 (16.55%) scored low, and 19 (13.67%) scored high. Males had higher EI scores. EI increased slightly from the first year to the final year. No significant associations were found with marital status or medical specialty; however, those facing recent emotional trauma exhibited higher levels. Conclusion EI exhibited no significant associations with age, marital status, residential status, year of study, duty hours, stress, or specialty. However, EI demonstrated significant association with male gender and those who faced emotional trauma.

Interpersonal Support, Emotional Intelligence and Family Function in Adolescence

BACKGROUND

During adolescence, although the peer group exerts a strong influence on how the individual thinks and feels and on personal social values, the family still exerts a sustaining and supporting role. This study analyzed the relationships established between family function, emotional intelligence and perceived interpersonal support in adolescence.

METHOD

The sample was made up of 1287 high school students aged 14 to 18 (M = 15.11; SD = 0.91) in the province of Almeria (Spain).

RESULTS

The results showed moderate correlations between the intrapersonal emotional intelligence dimension and perceived availability of support (advice or orientation), and between the mood dimension of emotional intelligence and the three interpersonal support dimensions (appraisal, belonging and tangible). In addition, significant positive correlations were found between family function and the intrapersonal and mood dimensions of emotional intelligence, with medium and large effect sizes, respectively. Apart from that, the data revealed that students who could count on a more functional family referred to high empathy and acceptance by others and greater support in material or financial matters, followed by those with moderate family function. In addition, students from homes with severely dysfunctional families perceived less available support. Finally, students who said they could count on strong family function also scored higher on the intrapersonal factor of emotional intelligence.

CONCLUSIONS

The implications of these findings for the development of emotional intelligence in early adolescence are discussed from the family context, considering the relationship between emotional intelligence and social support.