فهرست نشریات علمی دسترسی آزاد ایران

Background and Aim: Emotional intelligence (EI) theory provides a view about predictingeffective factors in people’s lives whether in education or profession. According to earlierstudies, people who have higher emotional skills are more successful in many of life aspects:e.g., reaction to stress and controlling stress situations. Since students are the future of society,this study was carried out to evaluate the relationship between EI and education stress in thestudents of Birjand University of Medical Sciences (BUMS). Materials and Methods: In thiscross‑sectional study, 260 students were selected by proportional sampling in four faculties:Medicine, Nursing and Midwifery, Paramedical Sciences, and Health. Data were collectedusing two questionnaires: The standardized EI Shering’s (33 questions, five domains) and theStudent‑Life Stress Inventory (57 questions, nine domains). The obtained data were analyzedby independent t‑test, Pearson’s correlation coefficient, and linear regression at the significantlevel of α = 0.05. Results: Totally, 65.8% of participants were females and 31.1% were males.The educational level of the participants included Associate’s degree (44.6%) Bachelor’sdegree in science (31.2%), and medical science (23.1%). There was no significant correlationbetween EI scores and educational stress in students. But there was a significant relationshipbetween EI with sex (P = 0.02) and mean of EI scores with three domains of academic stress:Personal favorites (P = 0.004), reaction to stressors (P = 0.002), and performance in stressfulsituations (P = 0.001). Conclusion: Although EI growth in different individuals can promotetheir success, it cannot decrease academic stress by itself which was particularly significantin females. Therefore, other causes of stress such as individual differences must be taken intoconsideration.