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© Proceedings of the Ruhuna Quality Assurance Sessions 2021 (RUQAS 2021)
st
21 September 2021

Table: Methods Used and Findings of the Studies in the Review (n=23)

No Author, Year Study population & Study EI Scale used Outcome Association/Correlation/Influence
& Country Sample size design measurement

Studies focused on nursing undergraduates – No association

1 Cheshire et al., 1st and 2nd semester Descriptive Mayer–Salovey– GPA in 2 courses for EI score showed no significant correlation with

2015 (USA) nursing undergraduates causal Caruso Emotional and final clinical either overall academic performance or clinical
n=96 (71 females) comparative Intelligence Test evaluations evaluations (p>0.05)

2 Suliman, 2010 Nursing undergraduates Cross- Bar-On emotional GPA of all years EI score showed no significant correlation with
(Saudi Arabia) in all years sectional quotient inventory overall academic performance (p>0.05)

n=98 (all females)

3 Por et al., 2011 1st year nursing Prospective Schutte Self-Report Mean GPA of five EI score and overall academic performance
(UK) undergraduates, n=130 correlational Emotional modules in year 1 were not correlated (p>0.05).

(117 females) Intelligence Test
4 Roso-Bas et al., 3 year nursing Cross- Trait Meta-Mood Ratio of number of EI score overall academic performance showed
rd
academic subjects
2016 (Spain) undergraduates n=114 sectional Scale no significant correlation (p>0.05)
passed to number of
subjects registered
last year for year

Studies focused on dental undergraduates – Positive association

1 Kumar et al., Final year dental Retrospective Emotional Quotient Low and high EI score showed a positive correlation with
2
2016 (India) undergraduates (just correlational performance of final academic performance (R =0.42, p<0.05)
Self-Assessment
passed out from the year results
Checklist
universities) n=200 (131
females)

31