ArticleBMC psychiatry2023
The influence of emotional intelligence on academic stress among medical students in Neyshabur, Iran.
Article in BMC psychiatry, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers, 2 of them syntheses that pooled it.
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Who cites it
11 citing papers in PubMed, 2 syntheses or guidelines pooled it, 19 citations in OpenAlex.
- Emotional intelligence and English as a second/foreign language learning: a systematic review using TCCM framework.Frontiers in psychology · 2025Pooled it
- Enhancing emotional intelligence in medical education: a systematic review of interventions.Frontiers in medicine · 2025Pooled it
- Assessing the Level of Emotional Intelligence Among Medical Students in Khyber Pakhtunkhwa, Pakistan: A Cross-Sectional Study.Health science reports · 2026Article
- Association between psychoeducational factors and perceived academic stress in medical students: a gender-based analysis.BMC medical education · 2026Article
- Emotional intelligence and its impact on the mental health of Chinese medical students: a questionnaire study.BMC medical education · 2026Article
- Emotion regulation and psychological wellbeing in university students: anxiety, depression, stress, and life satisfaction.Frontiers in psychology · 2026Article
- Emotional intelligence, perceived stress, and life satisfaction among university students: examining direct and moderating relationships.Frontiers in psychology · 2026Article
- Effects of Perceived Stress and Insomnia on Emotional Intelligence of Medical Students.Cureus · 2025Article
- Validity and Reliability Assessment of the Arabic Version of the Social and Emotional Competencies Questionnaire in a Moroccan Nursing Student Population.Iranian journal of psychiatry · 2025Article
- The mediating effect of digital literacy and self-regulation on the relationship between emotional intelligence and academic stress among university students: a cross-sectional study.BMC medical education · 2024Article
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6 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAlthough, several novel strategies related to coping with stress dominate the possible vicissitudes that may occur, academic stress and its mental and physical outcomes remain a serious public concern among college students. Available data on how/where intervention-based novel strategies and emotional intelligence skills can influence students' ability to deal with stress and crisis situations is still unclear. This study aims to investigate the effectiveness of an educational intervention based on emotional intelligence on the level of academic stress components among Iranian medical students.
methodsThis research has been done in two descriptive and quasi-experimental sections in the academic year 2018-2019. To determine the effect of emotional intelligence components on stress levels, this descriptive study was performed on 200 students. Then, a quasi-experimental study was then conducted to determine the impact of an emotional intelligence component-based educational intervention on academic stress-coping skills. Data were collected through a personal information questionnaire, Bradbury and Graves's emotional intelligence questionnaire, and Gadzella's academic stress questionnaire.
resultsMost of the participants were female (72.3%) married (72%), non-native (62.1%), and second or third academic years (78.5%). The mean number of academic years of employment was 9.5. The mean age of students were 23 ± 3.5 years old. Intervention based on emotional intelligence significantly (p < 0.05) improved students' emotional intelligence skills and decreased their academic stress and reactions to stressors in the intervention group.
conclusionIt appears that emotional intelligence training is a feasible and highly acceptable way to develop coping skills with academic stress; therefore, such training is essential to be considered as part of university education to improve students' education quality and their skills to study without academic stress.
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