Volume 21, Issue 1 (4-2025)
J Health Syst Res 2025, 21(1): 82-88 |
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Research code: IR.GOUMS>REC>1401.254
Ethics code: IR.GOUMS>REC>1401.254
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Kashani L, Radfar R, Vaghari G, Shahini N, Heidari-Yazdi A S. Investigating the Relationship between Emotional Intelligence and Academic Self-Efficacy in Medical Students of Golestan University of Medical Sciences, Iran. J Health Syst Res 2025; 21 (1) :82-88
URL: http://hsr.mui.ac.ir/article-1-1622-en.html
URL: http://hsr.mui.ac.ir/article-1-1622-en.html
1- Assistant Professor, Golestan Research Center of Psychiatry (GRCP), Golestan University of Medical Sciences, Gorgan, Iran
2- General Practitioner, Golestan Research Center of Psychiatry (GRCP), Golestan University of Medical Sciences, Gorgan, Iran
3- Assistant Professor, Metabolic Disorders Research Center, Golestan University of Medical Sciences, Gorgan, Iran
4- Assistant Professor, Clinical Research Development Unit, Aqqala Hospital, Golestan University of Medical Sciences, Gorgan, Iran AND Psychiatrist, Erdington and Kingstanding Community Mental Health Team, Birmingham and Solihull Mental Health NHS Foundation Trust AND Hon. Research Fellow, Leicestershire Partnership NHS Trust, United Kingdom
5- Assistant Professor, Psychiatry and Behavioral Sciences Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
2- General Practitioner, Golestan Research Center of Psychiatry (GRCP), Golestan University of Medical Sciences, Gorgan, Iran
3- Assistant Professor, Metabolic Disorders Research Center, Golestan University of Medical Sciences, Gorgan, Iran
4- Assistant Professor, Clinical Research Development Unit, Aqqala Hospital, Golestan University of Medical Sciences, Gorgan, Iran AND Psychiatrist, Erdington and Kingstanding Community Mental Health Team, Birmingham and Solihull Mental Health NHS Foundation Trust AND Hon. Research Fellow, Leicestershire Partnership NHS Trust, United Kingdom
5- Assistant Professor, Psychiatry and Behavioral Sciences Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract: (442 Views)
Background: Emotional intelligence and its relationship with self-efficacy affects education, especially at the university level. Since medical students are the main pillars and future of the health system, research related to the factors affecting their education is one of the necessities of the health system. Therefore, this study was conducted in 2022 to investigate the relationship between emotional intelligence and academic self-efficacy in medical students who entered Golestan University of Medical Sciences, Gorgan, Iran, from 2015 to 2021.
Methods: The current descriptive-analytical study was conducted on 329 people (166 girls and 163 boys). To collect data, McIlroy and Bunting’s Academic Self-Efficacy Scale (ASES), Schutte's Self-Report Emotional Intelligence Test (SSEIT), and Procidano and Heller's Perceived Social Support (PSS) (family version) were used. The data were analyzed using SPSS statistical software.
Findings: The average age of participants was 22.33 ± 2.08 years. Emotional intelligence (P = 0.014), emotion evaluation subscales (P < 0.001), and enjoyment of emotions (P < 0.001) were higher in female students than male students. Emotional intelligence (P = 0.012), emotion evaluation subscales (P = 0.048), emotion regulation (P < 0.001), and emotion perception and understanding (P = 0.001) were different based on age group. Academic self-efficacy of students had a general downward trend from 2015 to 2021 (P < 0.001). The academic self-efficacy of students showed a direct and significant relationship with increasing age (P < 0.001). Increasing age was related to increasing emotional intelligence (r = 0.198, P < 0.001) and academic self-efficacy of students (r = 0.419, P < 0.001), but it was not related to family support. Students' emotional intelligence had a direct and significant relationship with academic self-efficacy (r = 0.882, P < 0.001) and family support (r = 0.694, P < 0.001). Moreover, academic self-efficacy was directly related to family support (r = 0.659, P < 0.001).
Conclusion: The findings of the present study showed a direct and significant relationship between family support, emotional intelligence, and academic self-efficacy of medical students of Golestan University of Medical Sciences.
Methods: The current descriptive-analytical study was conducted on 329 people (166 girls and 163 boys). To collect data, McIlroy and Bunting’s Academic Self-Efficacy Scale (ASES), Schutte's Self-Report Emotional Intelligence Test (SSEIT), and Procidano and Heller's Perceived Social Support (PSS) (family version) were used. The data were analyzed using SPSS statistical software.
Findings: The average age of participants was 22.33 ± 2.08 years. Emotional intelligence (P = 0.014), emotion evaluation subscales (P < 0.001), and enjoyment of emotions (P < 0.001) were higher in female students than male students. Emotional intelligence (P = 0.012), emotion evaluation subscales (P = 0.048), emotion regulation (P < 0.001), and emotion perception and understanding (P = 0.001) were different based on age group. Academic self-efficacy of students had a general downward trend from 2015 to 2021 (P < 0.001). The academic self-efficacy of students showed a direct and significant relationship with increasing age (P < 0.001). Increasing age was related to increasing emotional intelligence (r = 0.198, P < 0.001) and academic self-efficacy of students (r = 0.419, P < 0.001), but it was not related to family support. Students' emotional intelligence had a direct and significant relationship with academic self-efficacy (r = 0.882, P < 0.001) and family support (r = 0.694, P < 0.001). Moreover, academic self-efficacy was directly related to family support (r = 0.659, P < 0.001).
Conclusion: The findings of the present study showed a direct and significant relationship between family support, emotional intelligence, and academic self-efficacy of medical students of Golestan University of Medical Sciences.
Type of Study: Research |
Subject:
health Psychology
Received: 2023/08/5 | Accepted: 2024/02/18 | Published: 2025/04/4
Received: 2023/08/5 | Accepted: 2024/02/18 | Published: 2025/04/4
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