Emotional intelligence and academic performance: A retrospective study of ten dental classes

Abstract

Purpose/objectivesEmotional intelligence (EI) supports clinical and social competencies of a practicing dentist. The Bar‐On EI model consists of inter‐related competencies in five domains: Self‐Perception, Self‐Expression, Interpersonal, Decision making, and Stress management. This study investigated the relationship between dental students' EI measured by Emotional Quotient Inventory 2.0 (EQ‐i 2.0) and academic and clinical performance at three junctures: Initial, Mid, and Grad.MethodsThis retrospective cross‐sectional study measured correlations between EQ‐i 2.0 and performance measures such as Entering GPA and DAT scores, GPAs, preclinical (PreClinMean) and clinical grades (ClinMean), and program learning outcomes (PLOs). Ten cohorts completed three EQ assessments: Initial Attempt 1 (N = 677), Mid Attempt 2 (N = 515), and Grad Attempt 3 (N = 472). Pearson correlations (p ≤ 0.05) were completed for Attempt 1 versus Entering GPA, DAT, Year 1 GPA; Attempt 2 vs. Year 2 GPA, PreclinMean; Attempt 3 versus Year 4 GPA, ClinMean, PLOs. Multivariate regression analysis was completed for Attempt 1 and Attempt 2 versus Performance measures. The attempts were compared with t test statistic (p ≤ 0.05).ResultsAttempt 1 showed significant negative correlations between EI and pre‐admissions measures. Attempt 1 and Attempt 2 showed significant positive associations for Self‐Perception, Empathy, Impulse Control, and Stress Tolerance with academic performance and PLOs. Attempt 3 showed significant positive correlations for Social Responsibility, Empathy, Impulse Control and Decision making with clinical performance. The Interpersonal EQ domain, Empathy, and Happiness significantly declined during matriculation.Conclusion(s)EQ‐i 2.0 total score correlated significantly with preclinical and clinical performance in this study and is important for dental student performance.