The Correlation Among Emotional Intelligence, Motivated Strategies for Learning and the Academic Performance of Dental Students in Isfahan University of Medical Sciences During 2017-2018 Publisher



Razavi SM¹ ; Omid A² ; Rezaei H³ ; Khalesi S⁴ Show Affiliations
Source: Journal of Medical Education Development Published:2020

Abstract

Background & Objective: Most researchers consider emotional intelligence, motivational beliefs, and selfregulated learning strategies as the important components of academic performance. This study aimed to evaluate the relationship between emotional intelligence and motivational strategies for learning with the academic performance in dental students of Isfahan University of Medical Sciences, Isfahan, Iran. Materials and Methods: This cross-sectional, descriptive-analytical study was performed on 196 dental students (103 female and 93 male students) in the academic year of 2017-2018. Data were collected using Bradberry-Greaves’ emotional intelligence test (2006) and Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich and De Groot. In addition, data analysis was performed in SPSS version 22 using Pearson’s correlation coefficient and the independent t-test. Results: According to the results, there was a direct, significant relationship between emotional intelligence and motivational strategies for learning (Pvalue<0.001). Meanwhile, no significant association was found between academic performance and emotional intelligence (P>0.05). On the other hand, a direct significant correlation was reported between academic performance and motivational strategies for learning (P=0.042). Conclusion: According to the results, emotional intelligence indirectly affected academic performance with the mediating role of motivational strategies for learning. © 2020, Zanjan University of Medical Sciences and Health Services. All rights reserved.