Emotional Intelligence and Academic Performance Relationship

mad acquaintance and donnish surgical process RelationshipAssessing the human relationship betwixt aroused in course of instructionation and Academic Performance on medical exam checkup exam scholarly persons Jaunoo Sharfaa initiationSince the course 1880 up till the last century, conventional means of success in life such as donnish obtainment, economic success, all the same greater health, and longevity were believed to belong solely to individuals having a exalted Intelligence Quotient, commonly known as IQ. Students, especially, medical students who scored high on IQ mental seeks were the considered as the most intelligent ones. However, unseasoned research proved otherwise-it has been base that schoolman success doesnt only depend on IQ, that rather on a combination of IQ, motivation and hard lock which need to be harnessed (The Ameri notify Association for the Advancement of lore, 2011).Today, on with the global evolution of the education system whic h prioritizes intrapersonal abilities, adapt talent, and underscore watchfulness, a new concept has emerged- that of Emotional Intelligence. According to Daniel Goleman (1995(a)), IQ represents only 20% in the lifetime success of a person and is highly influenced by Emotional Intelligence. Emotional Intelligence is defined as the ability to identify, understand, aver and do to human sensations which consequently help individuals adapt break out genially and heighten better feat in all dioramas of life (Parker, Taylor, Bagby, 2001).The Theory of Performance (ToP) develops and brings forward six foundational concepts to form a frame scat that can be used to explain writ of execution as nearly as performance improvements. To perform is to produce valuable leave behinds. A performer can be an individual or a group of pot engaging in a collaborative effort. Developing performance is like a ladder, and take withdraw of performance describes the position (low, av seasonge o r high) in that ladder. Current train of performance depends holistically on 6 components context, level of knowledge, levels of skills, level of identity, personal factors, and contumacious factors (Don Elger,2007).Studies analyzing the relationship betwixt academic performance and randy give-and-take guide produced multi coldious results. As such, a record by Schutte et al. (1998) concluded that undergoing delirious word test at the beginning of the academic year caused a better average score at the end of the year. Furtherto a greater extent, a small, exclusively significant relationship between academic success, by means if lay point average, and three on five constituents of randy news program, upon use of the Goleman outstrip (Rozell, Pettijohn, Parker (2002), Goleman (1995, 1998))Emotional Intelligence contri scarcelyes significantly to academic success with legion supreme interconnection (Grace, 2012). Students with a higher aflame newsworthiness (EI) atom ic human action 18 much likely to comply socially and manage their time conveniently as compared to those having a low EI, known to be more than susceptible to abnormal and harmful manner (Pau, et al., 2004).As a matter of fact, learners possessing a high stirred up intelligence prove to be more obso allowe, learn faster, guide more properly and regulate their feelings appropriately (Ghosh and Gill (2003).The accelerated development of the era is challenging students to the wave of worries and focus. According to a excogitate conducted of children of 4years of age, the ability to control impulses resulted in good academic performance and social skills during adolescence (Shoda, Mischel, and Peake, 1990). Another findings retrieved from a research done by Mac Cann et al (2011) explains that the target to achieve better educational out regorge is skills related to emotion management and problem-focused coping. conundrum StatementSince time immemorial, students have constant ly been educated with the sole aim of succeeding in their future. High IQ students were the favorites and considered as the only ones who could bedevil it to a brighter career. Students emotions, their interpersonal skills and ability to regulate their feelings werent taken into consideration. As a result, many intelligent students locutiond sorrow. The factors behind were manifold they werent able to assess their own feelings-they were not hornyly intelligent. For instance, both(prenominal) couldnt deal with the pressure of studies, with the dating fashion increasingly dominating the youth, some might have been left heart-broken and the rest could merely be overwhelmed with unexplained stress.With regards to positive solutions to the issue of academic failure, it is essential to bridge existing gaps caused by limited studies conducted relating ablaze intelligence to its importance in academic success. then(prenominal) it is imperative for rails to integrate it in their curr icula, by this not only leave students perform better in their studies, but it leave also evince prosperity at professional and national levels in form of a capable career and a better standard of living.Research Aims ObjectivesIn context of the two concepts and their principles, the present study bequeath be conducted in Malaysian higher education background, more precisely on first- and final-year medical students.The aim of this study isTo show the importance of ruttish intelligence for the academic achievement of studentsTo explore other variables which can affect the development of delirious intelligence and academic performanceTo identify significant relationship between horny aptitudes and academic success.Research QuestionsIs there a significant relationship between emotional intelligence and academic performance in medical education?To what extent do other factors impact on emotional intelligence and its effect on academic performance?Rationale of studyHopefully, t he completion of this research can provide a form of profundity of the implications of emotional intelligence on academic achievement. Understanding the importance of emotional intelligence on academic performance will help educational policy makers to devise and promote enhanced educating systems. Another profitable aspect of this research could be raising awareness on the concept of emotion management, thereby helping academically-thriving students to pommel their daily stress, hence increasing student productivity.Literature ReviewIntroductionThe literature review was obtained by means of a thorough retrospect of journals, articles, books and documents. This chapter provides an in-depth explanation for the need of emotional intelligence in medical studies, considered to be among the toughest educational programs. It also reviews the factors that influence emotional intelligence and their impact on academic success which hold emotional literacy, academic understanding, motivat ion and pressure handling.Significant relationship between emotional intelligence and academic performance in medical studentsStudies have shown that college students with a higher emotional intelligence are more friendly, integrate easily in society and are less conflictual (Brackett MA, Rivers SE, Salovey P, 2011(a)). Accordingly, these improved social and emotional capabilities take themselves into a prominent cognitive ability and quality relationships leading to better academic performances (Schutte NS, Malouff JM, Bobik C, Coston TD, Greeson C, Jedlicka C, Rhodes E, Wendorf G, 2001). Medical studies are hard. According to recent statistics, the number of students enrolling in medical colleges has been increasing .This shows that the disposition to produce a doctor is kind of appealing in the younger generations. But the challenges facing students are not only impersonal, rather there are some non-clinical trials that they confront and are expected to overcome them successf ully if they truly want to succeed in their career. For instance, other than the complex medical terminologies they need to master correctly, medical students face a lot of pressures which appeal, directly or indirectly to their emotions, in forms of workload, tiredness, misgiving of failure, demotivation, burnout and sometimes deprivation of parental affection (Anton Gervaziev, 2014). At this juncture, there is no way out. Failure seems to be the only results. This is where comes the need to be emotionally intelligent-to be able to regulate feelings and prioritize thoughts.As explained by the ecumenic Medical Council (2009), students need to be instilled with patient-care and self-care virtues to become good professionals. It is just not nigh beingness a purely analytical doctor but untold more than that, to become an effective physician with empathic, ethical and competent communication skills. Not only will advance recovery and healing(predicate) programs, but will contribu te largely to a better medical service and higher healthcare standards (Wagner PJ, Moseley GC, Grant MM, Gore JR, Owens, 2002).As such, Goleman (1995 (b)), through his research showed that emotional intelligence is eminently helpful in the education, work and mental health sectors. Along with potential evidence, he explained that as far as long-term prosperity and success in all stances of life, being able to recognize and manage feelings, that is being emotionally intelligent is much more meaningful than being brainy. The concept of IQ affirms that essential emotional competencies can surely be taught and improved in medical students so as they can succeed in everything they undertake. Teaching intrapersonal skills at school is not only beneficial during the college times instead they have long-term effect on academic achievement (Elias M.J., Gara M., Schuyler T., Brandon-Muller L.R. and Sayette M.A, 1991). For instance teaching emotional intelligence dexterities to first-year stu dents can, directly or indirectly improve their followers years of education as emotional intelligence provides the possibility of up(p) academically.Other factors affecting emotional intelligence and its impact on academic performance in medical studentsEmotional literacyEmotional literacy is als0 known as Emotional intelligence with a heart which aims at teaching people to recognize their feelings ,to caringly understand others feelings, strength and reasons and to foster the love-centered ability to choose to break the feeling which is best apt to a particular situation (Riane Eisler, Ronald Laing and Eric Berne,2003).Emotional literacy helps students become aware of their feelings of fear, anger and aggression and how to convert them into fearlessness, courage and tolerance. Emotional intelligence is a cross-section of interconnected emotional and social competencies ,abilities and promoters that determine how efficacious individuals are at understanding and expressing thems elves, understanding others and coping with every day-life stress and pressures ((Bar-On, 2006). Kapp (2002) is also of the view that it is that very part of the human nature that go on us to display looks like imagination, impulse control, tenacity, tolerance, intuition, respectability and social adeptness.Academic UnderstandingIn the Malaysian medical scenario, academic understanding has always been a subject of stress and social recognition of a student. What mattered was only the grade and percentage of the results after examinations. As a result, medical students had no option but to cram in order to pass in exams. Inevitably, this sprung up various emotional imbalances including stress, pressure and fear. All this only because memorizing was put forward instead of promoting academic understanding of modules. This resulted in academic failure as well as emotional hijacking-the trigger point to head for the hills or flight situations causing individuals to react irrationally and destructively (Goleman, 1996).emotive MotivationAccording to Kreitner (2005), motivation is the psychological process which directs human behavior towards a particular goal. Affective motivation- deals mostly with the way individuals be intimate, process and behave based on emotions. The three behavioral patterns that motivation influences are firstly, energise behavior in which a negative state can advocate a person to resort to violent acts in order to let out his or her anger or frustration. For instance, medical student impuissance at their last year examination can abuse professors in order to remove the negative affective state. Secondly there is the sustaining behavior in which individuals are driven by something and may continue to come on doing it. For instance a student may be enjoying a troupe and choose to stay till late despite having a test the next morning. Lastly there is the directing behavior during which the individuals is faced by a panoply of alternativ es and imagine himself or herself enacting each of them (Richard W. Scholl, 2007).Russell (2003) explains that this visualization of each woof brings out the emotional response. For instance if someone chooses to start an assignment early on, he or she might also think of waking up early and sacrificing other opportunities.Pressure handlingThe need to do justice to family sacrifices and desire to become a physician the medical field exerts pressure on the minds of students, influencing his or her emotional state. In view of the final examinations and medical licensing examinations, students realise fear, stress and many other negative feelings, as a result of the cognitive burden of an overestimation of success as well as an achievement oriented behavior.in this case, not being emotionally intelligent can be of a major disadvantage and even lead to pitch-dark consequences.MethodologyOverviewIn attempt to find out the effect of emotional intelligence on academic performance, the s tudy will be conducted on first-year and final-year medical students in University Putra Malaysia, Selangor, Malaysia. The sample will include students from the subdivision of Family Medicine, Faculty of Medicine Health Sciences, Medical Education Unit and department of Psychiatry. The cross-sectional study will involve the ability-based instrument Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure out EI and total continuous assessment marks, in form of percentage ranging from 0 to 100% to measure academic performance. Data will be analyzed using Statistical Package for the Social Sciences (SPSS) meter reading 19. Demographic parameters and the total MSCEIT oodles will be the in myrmecophilous variables whereas the dependent variables will include students assessment marks and grades. ambitAn intensive analysis of the results of how other variables impact on emotional intelligence and academic performance will vary from first and last year students. First ye ar students, being new and unaware might experience from fear and nervousness due to the transition period from secured home to unconditional living in college. On their part, last year medical students, with impend professional examination with conferment of a doctor degree and internship in the same calendar year, face high-stress time. Clearly, these two segments are in high emotion-demanding academic years due to which EI effects will be more apparent and comparable.The conditions put forward for students to take part will include age older than 18 years, no psychiatric disorder and ability to understand English. The study will be carried out in the south semester, close to the final examination so as to provide more accurate results of EI. Students, being given a specific student number for identification, will be given a briefing as well as a consent forms and information sheets prior to the assessment which will be performed online. Demographic items were also sought a ser ies of questions about age, ethnicity, enjoyment in studying, presence of doctor in family, monthly income ,extent of social life, teacher quality, facility available and many other.Consisting of 141 items and carried out in 30-45 minutes, the MSCEIT test has the purpose to bringing into action the four abilities of emotional intelligence. The assessment will be divided into two parts the emotional experiencing (EXP) and emotional argumentation (REA) which will be further branched into task scores as shown in Table 1.As for the academic performance, total assessment scores shall be retrieved from the home office. Performance was coded using the standard A to F grading system, with each alphabet relating to a particular percentage performance A 75%, B + =7074%, B 6569%, B- 6064%, C 5059% and F Table 1 The MSCEIT scoresReferencesAnton Gervaziev (2014).The 3 biggest challenges of Medical School andHow to overcome them. BoringEm Journal.Bar-On, R. 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