Page 49 - Proceedings-edit-2021_09_20-final

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

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
st
nd
2 Partido and 1 and 2 year dental Cross- Emotional quotient Academic and EI score positively predicts the overall GPA of
2
Stafford, 2018 hygiene students sectional self-assessment clinical grades and academic performance (R =0.35, p<0.001)
(USA) n=45 (44 females) checklist GPA
EI score positively predicts the clinical
2
performance grades (R =0.33, p<0.001)
The EI subsets of self-control, motivation, and

self-confidence were the predictors of overall
academic performance.

The EI subsets of social competence, empathy,

and motivation were the predictors of clinical
performance

3 Victoroff and Year 3 (n=62) and year 4 Cross- Emotional Weighted GPA from EI one subscale (self-management) showed an

Boyatzis, 2013 (n=38) dental sectional Competence courses of year 1 and inverse correlation with and overall academic
(USA) undergraduates Inventory- 2 and Overall clinical performance (β=0.39, p<0.05)
University version grade GPA
EI one subscale (relationship management)
showed a positive correlation with overall

academic performance (β=0.50, p<0.001)

EI one subscale (self-management) clinical
GPA were positively correlated (β=0.49,

p<0.05)

32