Volume 7, Issue 1 (Continuously Updated 2024)                   Func Disabil J 2024, 7(1): 0-0 | Back to browse issues page

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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)
URL: http://fdj.iums.ac.ir/article-1-252-en.html
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
Abstract:   (107 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. 
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Type of Study: Research | Subject: Physiotherapy
Received: 2024/03/13 | Accepted: 2024/04/17 | Published: 2024/03/21

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