Authors
1 مرکز تحقیقات دانشگاه علوم پزشکی جیرفت، جیرفت. ایران.
2 دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی جندی شاپور، اهواز.
Abstract
The students' academic achievement and preventing the loss of improvement is the main concerns of education officials, students as well as their families would be affected by some factors. It seems that emotional intelligence effects students' academic achievement. Regarding to this, the present study aimed to assess any probable relationship between emotional intelligence and academic achievement of students. This descriptive-analytic correlational study was conducted on 303 students of the Medical Sciences, Azad, and National universities of Jiroft in 2013. For measuring academic achievement last semester average and total grades and also for measuring emotional intelligence Bradbry-Graves questioner was used. Data was analyzed by SPSS19 software using descriptive (mean and standard deviation) and inferential (t-test, ANOVA, chi-square, Pearson correlation coefficients) statistical methods. Based on the results, students’ academic achievement was in middle range.Moreover, a statistical significant relationship was found between academic achievement and gender, residential status, and kind of universities (P=0.00). Mean scores of consciousness, self-management, social awareness and relationship management subscales were 82.81±5.58, 70.47±13.93, 81.36±7.30 and 73.44±10.26, respectively and mean of student’s emotional intelligence score was 77.02±9.26 that showed middle emotional intelligence among students. The Results showed a significant relationship between emotional intelligence and all its subscales with age, students’ semester and degree (P=0.05). Furthermore, Pearson test revealed a significant correlation between emotional intelligence and academic achievement. Therefore, it’s suggested that with considering concept of emotional intelligence in educational programs, providing a good condition for students can help them to tolerant educational and social strains as well as less effected by educational loss.
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