@2024 Afarand., IRAN

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ISSN: 2228-5468    Education Strategies in Medical Sciences 2014;7(5):287-291

Background
… [1] The capabilities of emotional intelligence, including emotional cognition, emotional regulation, emotional understanding, and emotional facilitation, are known as good predictors for achievement and adaptation [2]. … [3] Emotional intelligence is the mere factor in persons’ ability to be successful in life and it is related to persons’ mental health [4]. Self-concept refers to the person’s understanding of “self” in relation to some features such as education, sexual roles, and racial identity [5]. … [6, 7] In the Iranian education system, only educational ability is emphasized and components like emotional intelligence and self-concept are ignored [8].
Previous Studies
There has been a significant correlation between the total score of emotional intelligence and academic achievement [9, 10]. Nevertheless, such a significant correlation has been refuted [11]. Emotional intelligence has a weak correlation with mental fatigue [12]. The boys have higher self-concept than the girls do [13]. There is a positive and significant correlation between academic achievement and achievement motivation and locus of control and self-concept in female and male students; and persons with higher achievement motivation, more internal locus of control, and better self-concept have higher academic achievement [14]. The combination of achievement motivation and educational self-concept can predict the test anxiety [8]. … [15]
Aim(s)
The aim of this study was to investigate the correlation between emotional intelligence and self-concept and the students’ academic achievement.
Research type
This is a descriptive-analytical study.
Research society, place and time
The students of Qaen Nursing and Midwifery School, Iran, were studied in 2012-13.
Sampling method and number
The participants were selected by census method. 99 completed questionnaires were investigated.
Used devices&materials
Bar-On Emotional Intelligence Questionnaire was used to investigate emotional intelligence. Its sub-scales are emotional consciousness, assertiveness, self-esteem, self-actualization, independence, empathy, responsibility, interpersonal relationships, realism, flexibility, problem solving, stress tolerance, control of impulsivity, optimism, and happiness, which evaluate the 5 dimension of Bar-On model. The options are based on 5-point Likert’s scale. Scoring is from 5 to 1 (completely agree to completely disagree). Total score of each sub-scale is the sum of the scores of each question of that scale. Total score of the test is the sum of the scores of 15 sub-scales. Reliability of the test has been evaluated based on Cronbach’s Alpha 0.93. Its validity was determined based on a conducted study [16]. Rogers Self-concept Questionnaire was used to investigate self-concept. In the test, high self-concept means mismatch between the actual self and the ideal self. Validity of the test is confirmed based on the standard Rogers questionnaire. Its validity was investigated by Beck Self-concept Questionnaire. The total GPA was used as educational status indicator. Data was analyzed using SPSS 14 software and descriptive statistic (frequency and mean) and inferential statistics (Independent T Test and Pearson Correlation Coefficient) indices. Independent T Test was used to compare the mean scores of the study variables in female and male students. Pearson Correlation Coefficient was used to investigate the correlation between the variables.
Findings by Text
26 persons (26.3%) were male (mean age 20.4±1.2years). 73 persons (73.7%) were female (mean age 19.4±2.2years). There was no significant difference between mean scores of emotional intelligence, actual self-concept, and ideal self-concept of female and male students. However, mean GPA of the female students was significantly higher than the males (Table 1). There were positive and significant correlations between academic achievement and ideal self-concept and between emotional intelligence and ideal and actual self-concept. However, there was no correlation between emotional intelligence and academic achievement (GPA) (Table 2).
Main comparison to the similar studies
… [17] There was no correlation between emotional intelligence and academic achievement. The result is consistent with the results of some other studies [11, 18, 19]. Nevertheless, there is correlation between emotional intelligence and academic achievement [9, 20, 21]. There was no significant correlation between the total scores of emotional intelligence of female and male students. The result is consistent with the results of some other studies [9, 17, 22, 23]. The female students received more scores in happiness, interpersonal relationships, control of impulsivity, responsibility, and empathy. The result is consistent with the results of some other studies [13, 22]. … [24] There were positive and significant correlation between academic achievement and ideal self-concept and between emotional intelligence and ideal and actual self-concept. The results are consistent with the results of some studies [14, 25, 26], while they are inconsistent with some other studies [8, 27].
Suggestions
The students’ self-concept ought to be noticed by the university teachers to strengthen their positive attitude to themselves and to hinder negative attitudes.
Limitations
Little sample size was one of the limitations for the study.
Conclusions
There is a correlation between the students’ high self-concept and their academic achievement. The better the students’ self-concept and the better the impression of themselves and their own abilities, the higher the academic achievement is.
Acknowledgments
The researchers feel grateful to the officials and the students of Qaen Nursing and Midwifery School.
Conflict of interest
Non-declared
Ethical Permissions
All procedures were approved by the Ethics Committee of the university.
Funding Sources
The study was funded by the Research Deputy of Birjand University of Medical Sciences.

TABLES and CHARTS

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