Background and Objective: One of the negative emotions that any person can have is stress, it seems that emotional intelligence can help to deal with it. The purpose of this study was to determine the predictive power of emotional intelligence components on coping skills in Neishabour medical students in 2020. Materials and Methods: This cross-sectional study was performed on 200 students of Neishabour University of Medical Sciences by convenience sampling method. Data were analyzed using SPSS software version 19 and inferential statistics (Mann-Whitney, Kruskal-Wallis, Pe arson-Spearman correlation and linear regression). Results: In this study, the mean (± standard deviation) of academic stress was 137.5 (23.7) and emotional intelligence was 98.8 (13.1.). The results showed that the components of emotio nal intelligence including self-management (p <0.001), relationship management (p <0.001) and self-awareness (p = 0.01) were significantly predictors of coping skills in academic stress in students of Neishabour University of Medical Sciences and They were able to predict 27.1% of academic stress. Conclusion: Based on the results, an emotional intelligence component could be used as a suitable method to predict academic stress coping skills. Furthermore, given that the components of self-management, relationship management, and self-awareness have the greatest impact on predicting academic stress, there is a need to pay more attention to these issues in educational programs.

Background The purpose of this study was to investigate the effect of an intervention based on an emotional intelligence component on the coping skills of academic stress in medical students. Methods This research has been done in two descriptive and quasi-experimental sections in the academic student. In order to determine the effect of emotional intelligence components on stress levels, this descriptive study was performed on 200 students. Then, a quasi-experimental study was then conducted to determine the effect of an emotional intelligence component-based educational intervention on academic stress coping skills. Data were collected through personal information questionnaire, Bradbury and Graves emotional intelligence questionnaire and Gadzella’s academic stress questionnaire. Results Emotional intelligence components predicted 27.1% of the variance of academic stress among students. In parallel with the effect of education, the experimental group showed a statistically significant difference in the mean of each of the components of emotional intelligence and the overall score of academic stress (p > 0.05). Conclusions Educational intervention based on emotional intelligence components can significantly help reduce students' academic stress.