Medical Students With Higher Emotional Intelligence Were More Aware of Self-Anxiety and Scored Higher in Continuous Assessment: A Cross-Sectional Study

Chew, Boon How; Hassan, Faezah; Zain, Azhar Md.

doi:10.1007/s40670-015-0168-9

Cited by 3 publications

(4 citation statements)

References 37 publications

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“…Recently, it has been suggested that assessments of EI can be incorporated into medical school curricula as part of a personal and professional development program [73,74]. Based on our findings, we may suggest incorporating EI also into continuing education programs for healthcare professionals.…”

Section: Practice Implicationsmentioning

confidence: 52%

Self-perceived provision of patient centered care by healthcare professionals: The role of emotional intelligence and general self-efficacy

Casu

Giaquinto

Gremigni

2017

Patient Education and Counseling

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Section: Practice Implicationsmentioning

confidence: 52%

Self-perceived provision of patient centered care by healthcare professionals: The role of emotional intelligence and general self-efficacy

Casu

Giaquinto

Gremigni

2017

Patient Education and Counseling

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“…Further, Carvalho et al, 2018 reported that a positive relationship was observed between EI and academicrelated well-being which accounts for both academic performance and mental health. It was seen that medical students with less emotional intelligence were largely unaware of their anxiety (Chew et al, 2015) and those with higher emotional intelligence perceived lesser stress (Gupta et al, 2017 andRanasinghe et al, 2017). Shi and Du (2020) found that EI was strongly and negatively associated with Personal Distress.…”

Section: Resultsmentioning

confidence: 99%

“…These studies indicated that students with higher EI intend to perform better in their academic work. A cross-sectional study done by Chew et al (2015) showed that medical students with less emotional intelligence were largely unaware of their anxiety, which was associated with lower academic performance.…”

Section: Resultsmentioning

confidence: 99%

The associates of Emotional Intelligence in medical students: A systematic review

Edussuriya¹,

Perera²,

Marambe³

et al. 2022

TAPS

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Introduction: Emotional Intelligence (EI) is especially important for medical undergraduates due to the long undergraduate period and relatively high demands of the medical course. Determining associates of EI would not only enable identification of those who are most suited for the discipline of medicine but would also help in designing training strategies to target specific groups. However, there is diversity of opinion regarding the associates of EI in medical students. Aim of the study was to determine associates of EI in medical students. Methods: The databases MEDLINE, CENTRAL, Scopus, EbscoHost, LILAC, IMSEAR and three others were searched. It was followed by hand-searching, cited/citing references and searching through PQDT. All studies on the phenomenon of EI and/or its associates with medical students as participants were retrieved. Studies from all continents of the world, published in English were selected. They were assessed for quality using Q-SSP checklist followed by narrative synthesis on selected studies. Results: Seven hundred and ninety-two articles were identified of which 29 met inclusion criteria. One article was excluded as its full text was not available. Seven articles found an association between ‘EI and academic performance’, 11 identified an association between ‘EI and mental health’, 11 found an association between ‘EI and Gender’, 6 identified an association between ‘EI and Empathy’ while two have found an association with the learning environment. Conclusion: Higher EI is associated with better academic performance, better mental health, happiness, learning environment, good sleep quality and less fatigue, female gender and greater empathy.

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“…Moreover, MA has consistently been studied however, firstly, according to Ho et al (2000), most of the studies have been conducted in the United States. Secondly, most have been conducted at college and higher education levels (Wigfield & Meece, 1988;Ivanova & Sidorova, 2020;Chew et al, 2015). Thirdly, to the extent of the literature, the causal effect of MA on CF is widely ignored.…”

Section: Gaps In the Literaturementioning

confidence: 99%

The Effect of Mathematics Anxiety on Cognitive Failures Among High School Students

Mosahab¹

2023

EJEDU

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The present study examined the effect of mathematics anxiety on cognitive failure among the high school students at Altrincham Grammar School for Boys (AGSB), a selective school in Greater Manchester, UK. A sample of 211 students studying in year 7 to year 11 completed the questionnaires. Regression analyses on the cross-sectional data generated a β value of 0.111 (p=0.031) between mathematics anxiety and the lack of concentration dimension of cognitive failure, demonstrating a mild relationship. The effect of mathematics anxiety on other three cognitive failure dimensions of disrupted motor function, memory loss, and high distractibility were not supported at a significance level of 0.05.

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Medical Students With Higher Emotional Intelligence Were More Aware of Self-Anxiety and Scored Higher in Continuous Assessment: A Cross-Sectional Study

Cited by 3 publications

References 37 publications

Self-perceived provision of patient centered care by healthcare professionals: The role of emotional intelligence and general self-efficacy

Self-perceived provision of patient centered care by healthcare professionals: The role of emotional intelligence and general self-efficacy

The associates of Emotional Intelligence in medical students: A systematic review

The Effect of Mathematics Anxiety on Cognitive Failures Among High School Students

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