SynthesisBMC medical education2024
The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis.
Synthesis in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
10 citing papers in PubMed.
- Can Artificial Intelligence-Based Counseling Improve Iranian Students' Spiritual Well-Being?Journal of religion and health · 2026Article
- Emotional and spiritual intelligence among Afghan students in Indian higher education: a cross-sectional study of gender differences and demographic correlates.BMC psychology · 2026Article
- Investigating spiritual well-being and its relationship with health behaviors, depression, and academic achievement in medical students: a structural equation modeling study.BMC psychology · 2026Article
- Spiritual Intelligence: A Scoping Review with Concept Analysis on the Key to Spiritual Care.Journal of Intelligence · 2026Review
- Explaining English learning motivation in digital EFL environments through emotional intelligence, academic well-being, and perceived digital learning support.Frontiers in psychology · 2026Article
- "When emotions teach": a multilevel moderated mediation model of teacher emotion display, classroom climate, and student emotional intelligence on academic risk-taking.Frontiers in psychology · 2026Article
- Emotional intelligence and spirituality in university students: an integrative review.Frontiers in public health · 2026Review
- A path to suicidal ideation through emotional intelligence: the mediating role of spiritual intelligence and resilience in borderline personality disorder.Frontiers in psychiatry · 2026Article
- Article
- Emotional intelligence in action: theoretical models for educators to enhance learning and connection in the classroom: a conceptual review.Frontiers in psychology · 2025Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionEmotional and spiritual intelligence are crucial factors in enhancing individuals' knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis. MATERIALS AND
methodsA search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I
resultsThe overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26-16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08-140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18-0.51) and r = 0.50 (95% CI: 0.28-0.67), respectively.
conclusionsEmotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students' academic achievement.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.