Volume 7, Issue 1 (Continuously Updated 2024)
Func Disabil J 2024, 7(1): 0-0 |
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Singh J, Yogeshwar D, Popli S, Ghosliya P K, Kumar Saharan A, Kumar Maurya M et al . Relationship Between Emotional Intelligence, Educational Achievement and Academic Stress in College Students: An Observational Study. Func Disabil J 2024; 7 (1) : 306.1
URL: http://fdj.iums.ac.ir/article-1-252-en.html
URL: http://fdj.iums.ac.ir/article-1-252-en.html
Janvhi Singh1 
, Dharmita Yogeshwar2 
, Sheenam Popli3 , Pawan Kumar Ghosliya4 , Ajeet Kumar Saharan2 , Manoj Kumar Maurya5 , Mahesh Shou * 6
, Dharmita Yogeshwar2 , Sheenam Popli3 , Pawan Kumar Ghosliya4 , Ajeet Kumar Saharan2 , Manoj Kumar Maurya5 , Mahesh Shou * 6
1- Department of Physiotherapy, JJT University, Jhunjhunu, India.
2- Department of Physiotherapy, NIMS University, Jaipur, India.
3- Department of Physiotherapy, SVGU, Jaipur, India.
4- Department of Anatomy, LNCT Medical College, Indore, India.
5- Department of Biotechnology, NIMS University, Jaipur, India.
6- Department of Physiotherapy, JJT University, Jhunjhunu, India. ,janvhisingh13@gmail.com
2- Department of Physiotherapy, NIMS University, Jaipur, India.
3- Department of Physiotherapy, SVGU, Jaipur, India.
4- Department of Anatomy, LNCT Medical College, Indore, India.
5- Department of Biotechnology, NIMS University, Jaipur, India.
6- Department of Physiotherapy, JJT University, Jhunjhunu, India. ,
Abstract: (537 Views)
Background and Objectives: In today’s rapidly changing and interconnected world, where individuals often face high levels of stress, uncertainty, and interpersonal dynamics, Alpas’s framework suggests that emotional intelligence plays a crucial role in helping people thrive. By developing emotional intelligence skills, such as self-awareness, self-regulation, empathy, and social skills, individuals can better manage stress, communicate effectively, build strong relationships, and make sound decisions even in challenging circumstances.
Methods: A cross-sectional study was conducted among college students. Participants who were willing to take part in the study were included, considering both males and females. A total sample of 134 students was taken from the NIMS College of Physiotherapy. Emotional intelligence was assessed using the WONG scale, while educational achievement was measured by the total percentage obtained in the last semester. Academic stress was evaluated using the Student Inventory Scale. A Google Form was created, and only those willing to participate in the study filled out the form.
Results: There was a negative correlation between emotional intelligence and academic stress (r=1.000), academic stress and percentage (r=-0.62), and percentage and emotional intelligence (r=-0.67).
Conclusion: The present study concludes that emotional intelligence, academic stress, and educational achievements are negatively correlated with each other. It has been observed that students experiencing stress tend to exhibit lower emotional intelligence, which ultimately leads to poorer academic performance.
Methods: A cross-sectional study was conducted among college students. Participants who were willing to take part in the study were included, considering both males and females. A total sample of 134 students was taken from the NIMS College of Physiotherapy. Emotional intelligence was assessed using the WONG scale, while educational achievement was measured by the total percentage obtained in the last semester. Academic stress was evaluated using the Student Inventory Scale. A Google Form was created, and only those willing to participate in the study filled out the form.
Results: There was a negative correlation between emotional intelligence and academic stress (r=1.000), academic stress and percentage (r=-0.62), and percentage and emotional intelligence (r=-0.67).
Conclusion: The present study concludes that emotional intelligence, academic stress, and educational achievements are negatively correlated with each other. It has been observed that students experiencing stress tend to exhibit lower emotional intelligence, which ultimately leads to poorer academic performance.
Article number: 306.1
Keywords: WONG’s emotional intelligence, Student inventory scale, Emotional intelligence, Academic stress, Educational achievement, College students, Cross-sectional study
Type of Study: Research |
Subject:
Physiotherapy
Received: 2024/03/13 | Accepted: 2024/04/17 | Published: 2024/06/10
Received: 2024/03/13 | Accepted: 2024/04/17 | Published: 2024/06/10
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