Relationship between academic performance and emotional intelligence in Medical students
DOI:
https://doi.org/10.5281/zenodo.17560298Keywords:
emotional intelligence, academic performance, medical education, correlation measures, medical studentsAbstract
Introduction: the relationship between emotional intelligence (EI) and academic performance plays a central role in medical education, as competencies such as empathy, self-regulation, and emotional awareness shape students’ engagement and academic achievement. Objective: to analyze the possible association between these variables among first- to third-year medical students at the Universidad Nacional Francisco Luis Espinoza Pineda (UNFLEP) during the first semester of 2022. Method: a mixed-methods study was conducted, predominantly quantitative, cross-sectional, and correlational in design. A total of 181 randomly selected students and 22 faculty and administrative staff participated. Emotional intelligence was assessed using the TMMS-24, and academic performance was measured through semester grade point averages. Descriptive statistics, normality tests, and Spearman’s correlation were applied. Results: findings indicate predominantly moderate mean scores (x̄ = 76.4), with high proportions of low emotional attention (55.2%) and need for improvement in emotional clarity (53.6%); adequate emotional repair was observed in 43.1% of students. Correlations between EI dimensions and academic performance were low and not statistically significant. Conclusion: it is suggested to expand the sample size and consider longitudinal designs to better specify trajectories of change and their effects on academic performance.
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