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

self-control, motivation, and self-confidence have been identified as the predictors of overall academic
performance while EI subsets of social competence, empathy, and motivation were the predictors of

clinical performance (Partido and Stafford, 2018). Victoroff and Boyatzis have also shown EI subscale

(relationship management) to be positively correlated with the overall academic performance (β=0.50,
p<0.001) and self-management subscale to be positively correlated with clinical GPA (β=0.49, p<0.05)

of another cohort of dental undergraduates in the USA. Furthermore, the clinical performance of dental
undergraduates including diagnostic and treatment planning skills, time utilization, preparation and

organization, fundamental knowledge, technical skills, self-evaluation, professionalism, and patient
management have also shown to be significantly associated with EI scores. However, EI subscale on

self-management was negatively correlated with the overall academic performance (β=0.39, p<0.05)

of these undergraduates (Victoroff and Boyatzis, 2013).

Impact of EI And Academic Performance in Medical Undergraduates

EI have shown positive correlations with academic performance measured with GPA among medical
undergraduates of Iran (Fallahzadeh, 2011; Radfa et al., 2012). Overall EI scores of Malaysian medical

undergraduates have also shown positive correlations with overall performance at continuous

assessments (r=0.24, p=0.03) and final examination (r=0.21, p=0.01). Further, in the subscale analysis,
both perceiving and understanding emotions subscales have shown positive correlations with

continuous assessments as well as final examination marks (Chew et al., 2013). EI categories have
shown significant associations with grades of all three years divided into different levels of academic

achievements (p=0.001) among medical undergraduates of India (Unnikrishnan et al., 2015).
Similarly, a Sri Lankan study has also observed that total EI score as an independent predictor of final

MBBS results [β-0.018 (95% CI 0.005-0.031); p = 0.006] after adjusting for gender of medical

undergraduates (Wijekoon et al., 2017).

EI score of UK medical undergraduates has shown positive correlations only with one term one subject
score (r=0.22, P=0.007) where subjects scores of other semesters showed no correlation with EI

(Austin et al., 2005). A study from the USA has shown that medical undergraduates EI score is

correlated with the GPA of theoretical component of examinations and is not correlated with clinical
component (Brannick et al., 2013) while a Sri Lankan study providing evidence that EI scores are

higher among medical undergraduates who passed clinical examinations successfully at the first
attempt with good grades (Ranasinghe et al., 2017). In contrast to above studies, a Saudi Arabian

study has shown EI is not associated with academic success of undergraduates (Altwijri et al., 2021).
A few studies from the West also reported that EI has no association with academic performance in

both theoretical components (Holman et al., 2016; Humphrey-Murto et al., 2014; Austin et al., 2007),

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