ABSTRACT
Due to changing priorities of medical students in the present day scenario, an insight of their Emotional Intelligence (EI) can serve as a predictor of their compassionate and understanding domain. The relation of EI with academic performance will give an idea on how the emotional or indirectly psychological component plays a role in the manner the medical students perform. Importance of Emotional Intelligence (EI) is increasingly recognised. It is more relevant in medical professionals who have an inbuilt touch of emotions to the profession. The study was conducted to evaluate EI of 7th semester MBBS students and also to determine the relation if any of EI with their academic performances. METHODSThis descriptive cross sectional study was conducted in a Government Medical College in Central India. The study was carried out among 159 medical students. Data collection was done with the aid of a structured, pretested questionnaire which had questions based on the Quick Emotional Intelligence self-administered questionnaire. Academic scores of previous MBBS years were considered. The relation between emotional intelligence and academic scores was studied. Data was entered in Microsoft excel. Statistical analysis was done with help of Open Epi Info. RESULTSMean ± Standard Deviation of Emotional awareness, Emotional Management, Social Emotional Awareness, and Relationship Management scores were 23.94 ± 4.86, 24.56 ± 6.49, 27.75 ± 5.77 and 25.91 ± 6.46 respectively. Mean total Emotional Intelligence score including all domains was 102.16 ± 18.38. A weak positive correlation was established between EI and academic scores. CONCLUSIONSEI of medical students was directly associated with their academic scores.
ABSTRACT
Objective To examine the impact of note-taking habits on academic scores of junior middle school students.Methods A sample of 412 junior middle school students were applied a self-developed note-taking habits inventory (NTHI) ,and the impact of note-taking habits on academic scores was examined by using bivariate correlation and linear regression analysis.Results Girls got significantly higher NTHI scores than boys [(3.67±0.55)vs(3.19±0.80),P＜0.01] ,and students from key classes got significantly higher NTHI scores than those of typical classes[(3.56±0.64)vs (3.37±0.75),P＜ 0.05].Total academic scores of Chinese,mathmatics and English was found significantly and positively related to total NTHI scores and the five subscales(r=0.280,P＜0.01 ;r=0.293,P＜ 0.01 ;r=0.126,P＜0.05 ;r=0.255,P＜0.01 ;r=0.239,P＜0.01 ;r=0.280,P ＜ 0.01).Attitude towards note-taking,full note-making and immediate note-rewriting showed direct and significant influence on total academic score of Chinese,mathmatics and English.Full note-making,attitude towards notetaking and immediate note-rewriting showed direct and significant influence on score of Chinese.So did of active note-making,immediate note-rewriting,full note-making and attitude towards note-taking on mathmatice scores,attitude towards note-taking and full note-making on score of Chinese.Conclusion Note-taking habits could be direct predictor of their academic scores for junior middle school students.