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

Tools Used to Assess the EI and Academic Performance

Among these studies, EI has been measured by several tools including Schutte Self-Report Emotional

Intelligence Test (n=06), Mayer-Salovey-Caruso Emotional Intelligence Test (n=05), Bar-On

emotional quotient inventory (n=03), Trait Emotional Intelligence Questionnaire (n=02), Emotional
Quotient Self-Assessment Checklist (n=02), Austin, Saklofske, Huang, and McKenney scale (n=02),

Genos Emotional Intelligence full version (n=01), Trait Meta-Mood Scale (n=01) and Emotional
Competence Inventory (n=01). Further, academic performance has been assessed by taking the grade

point average (GPA) score, student's year/semester/final year/continuous assessment test scores for
either theory component or clinical/practical component.

Impact of EI on Academic Performance of Health Sciences Undergraduates

Of the 23, fourteen studies (60.9 %) (3 nursing, 3 dental and 8 medical) have shown that EI is linked
with the successful academic performance of health sciences undergraduates. Nine studies (39.1%) (4

nursing, 5 medical) have not been able to reveal an association between the EI and academic
performance (Table 1).

Impact of EI and Academic Performance in Nursing Undergraduates

EI scores were found to be positively correlated with overall academic performance evaluated with
GPA scores (β=0.25, p=0.023) (Fernandez et al., 2012) and mean score for all assignments in year 1

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(r=0.16, p<0.05) and clinical practice performance (R =0.68) (Rankin, 2013) of nursing
undergraduates in Australia and UK, respectively. Beauvais et al have shown that only one branch of

EI (perceiving emotions) correlates with academic performance assessed with GPA (r=0.23, p=0.04)

(Beauvais et al., 2014); however, overall EI score showed no correlation with overall academic
performance (p>0.05) of nursing undergraduates of the USA. Further, a few studies reported no

association between EI and academic success in either clinical or theory competency measured with
GPA among nursing undergraduates in the USA (Cheshire et al., 2015) and overall academic

performance of nursing undergraduates in Saudi Arabia (Suliman 2010) and Spain (Roso-Bas et al.,
2016).

Impact of EI and Academic Performance in Dental Undergraduates

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EI has shown positive correlations with academic performance (R =0.42, p<0.05) of Indian dental
undergraduates evaluated using final year grades (Kumar et al., 2016). Similarly, Partido and Stafford

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have shown EI scores to positively predict the overall GPA (R =0.35, p<0.001) and clinical
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performance grades (R =0.33, p<0.001) among dental undergraduates of the USA. The EI subsets of
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