Emotional Intelligence, Academic Performances and Associated Factors among Nursing Undergraduates in Selected Government Universities in Sri Lanka

Background: Emotional intelligence (EI) is considered as a main aspect that impacts the academic performance of students, particularly in the health field. The aim of this study was to assess the impact of EI on the academic achievement of the students and the socio-demographic factors affecting it.
Methods: A cross-sectional study was conducted in four selected government universities. The systematic random sampling method was used to select/recruit participants. EI was assessed using a validated self-administered Genos EI scale (a concise version consisting of 7 domains; 31 questions equally weighted; total score of 155). Socio-demographic data were obtained using a self-administered questionnaire and the academic performance was assessed by the year GPA of the students who had completed the semester examinations. Ethical clearance was obtained from the Ethical Review Committee of KAATSU International University. Analysis was done by using the Spearman rank correlation, Mann-Whitney U test, and the Kruskal Wallis test employed since the data were not normally distributed.
Results: Of 200 students; 80.0% were females (mean age 24.2 ± 2.59 years). The median total EI score was 114.0 (females-113.0, males-125.0; p = 0.073). Median score was highest for Emotional reasoning (male-21.00, Female-19.0; p=0.04) and lowest for Emotional Self Control (male-15.0, Female-14.0; p=0.067). A majority of 53.5% obtained 96-126 of total EI score. Demographic variables – gender, having siblings, family type, loss of parents, participation in extracurricular activities or parental education were not associated with the total EI score (p>0.05) except socio economic status (p=0.028) and study year (p=0.022). Academic performances were assessed by the GPA, and there was a moderate positive correlation between GPA and Emotional Intelligence among all three batches, 2^nd year (p=0.004; r=0.435), 3^rd year (p =034, r =0.376), 4^th year (p=0.000; r = 0.641).A significant weak positive correlation was found with family relationships (p=0.003; r=0.214) and satisfaction with study of nursing (p=0.000; r=0.316).
Conclusions: Emotional intelligence was associated with the factors such as study year, income level, self-satisfaction on the nursing programme whereas age, gender, education level, parental influence did not show any significant relationship. EI was shown to have a significant positive weak correlation with the GPA.