Mondal Himel, Mondal Shaikat
Department of Physiology, Bhima Bhoi Medical College and Hospital, Balangir, Odisha, India.
Department of Physiology, Raiganj Government Medical College and Hospital, West Bengal, India.
J Adv Med Educ Prof. 2020 Jul;8(3):109-114. doi: 10.30476/jamp.2020.84674.1147.
Trait emotional intelligence (EI) is the self-perception of emotional abilities. It is an important predictor of academic performance. Students' self-assessment (SSA) of knowledge gained from classroom teaching may help in the identification of deficiencies in knowledge and provide scope for further improvement. We aimed to evaluate the correlation between EI and SSA capability.
We conducted a cross-sectional, observational study with 56 first-year medical students recruited as a convenience sample. We used the "Trait Emotional Intelligence Questionnaire Short Form" to assess Trait EI. For assessment of SSA, we asked the participants to write answers to a set of questions related to the topic of the preceding 1-h lecture and to assess their marks themselves. Three subject experts checked the answer sheets and we took the mean as the expert assessment (EA) marks. The correctness score of prediction was calculated by comparing SSA and EA marks. Pearson correlation coefficient (r) was calculated between EI scores and SSA correctness score.
In all sessions, the students underpredicted their marks. SSA correctness score showed a positive correlation with well-being (r=0.33; P=0.01); self-control (r=0.57; P<0.01); emotionality (r=0.51; P<0.01); sociability (r=0.51; P<0.01); and total score (r=0.64; P<0.01) of trait EI.
Underprediction of marks in formative assessment is common in 1st-year medical students. Students with higher levels of EI may predict their knowledge gained from classroom better than the students with lower EI. This may be a potential reason for the better academic performance of students with higher EI.
特质情商（EI）是对情绪能力的自我认知。它是学业成绩的重要预测指标。学生对课堂教学所学知识的自我评估（SSA）可能有助于发现知识缺陷，并为进一步提高提供空间。我们旨在评估EI与SSA能力之间的相关性。
我们进行了一项横断面观察性研究，以便利抽样的方式招募了56名一年级医学生。我们使用“特质情商问卷简表”来评估特质EI。为了评估SSA，我们要求参与者就前1小时讲座的主题写出一组问题的答案，并自行评估他们的分数。三位学科专家检查了答卷，我们将平均分作为专家评估（EA）分数。通过比较SSA和EA分数来计算预测的正确分数。计算EI分数与SSA正确分数之间的Pearson相关系数（r）。
在所有课程中，学生对自己分数的预测都偏低。SSA正确分数与特质EI的幸福感（r = 0.33；P = 0.01）、自我控制（r = 0.57；P < 0.01）、情绪性（r = 0.51；P < 0.01）、社交性（r = 0.51；P < 0.01）和总分（r = 0.64；P < 0.01）呈正相关。
一年级医学生在形成性评估中对分数预测偏低很常见。EI水平较高的学生可能比EI水平较低的学生更好地预测他们从课堂上学到的知识。这可能是EI较高的学生学业成绩更好的一个潜在原因。
