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<p>Dental education is a high-stress environment where Emotional Intelligence (EI) is vital for student well-being and success. This study aimed to measure EI levels among female undergraduate dental students and to investigate the relationship between EI, academic year, and academic performance (GPA). A cross-sectional study assessed EI using the EQ-i 2.0® in 117 female undergraduate dental students at Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia. Data were analyzed using ANOVA, Tukey’s post-hoc tests, and Pearson correlations to compare EI across academic years and examine EI-GPA relationships. Most EI scales showed no significant differences across years. However, fifth-year students scored significantly higher in Stress Management (93.29 ± 12.43 vs. 82.21 ± 11.96, <i>p</i> = 0.028) and Flexibility (97.60 ± 13.35 vs. 86.00 ± 15.71, <i>p</i> = 0.045) than fourth-year students. Second-year students had the lowest semester GPA (4.02 ± 0.45, <i>p</i> = 0.004) and concerning EI patterns. Weak but significant positive correlations were found between Total EI and semester GPA (r = 0.200, <i>p</i> = 0.033), Self-Perception and semester GPA (r = 0.200, <i>p</i> = 0.034), Interpersonal composite and cumulative (r = 0.231, <i>p</i> = 0.013) and semester GPA (r = 0.343, <i>p</i> &lt; 0.001), and Well-Being Indicator with both GPA measures. Correlations were strongest in the first and second years. Overall EI was broadly stable across academic years, with higher Stress Management and Flexibility scores observed in final-year students. EI measures demonstrated statistically significant but weak positive associations with GPA, with the Interpersonal composite showing the most consistent relationship. These findings suggest EI may be related to academic performance in early training, but the modest effect sizes indicate limited explanatory power and warrant cautious interpretation.</p>

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Emotional intelligence and academic success in Saudi female dental students: a cross-sectional analysis

  • 期刊论文

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  • 发表日期：

    2026年3月11日

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  • Marwa R. Halawani

摘要

Dental education is a high-stress environment where Emotional Intelligence (EI) is vital for student well-being and success. This study aimed to measure EI levels among female undergraduate dental students and to investigate the relationship between EI, academic year, and academic performance (GPA). A cross-sectional study assessed EI using the EQ-i 2.0® in 117 female undergraduate dental students at Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia. Data were analyzed using ANOVA, Tukey’s post-hoc tests, and Pearson correlations to compare EI across academic years and examine EI-GPA relationships. Most EI scales showed no significant differences across years. However, fifth-year students scored significantly higher in Stress Management (93.29 ± 12.43 vs. 82.21 ± 11.96, p = 0.028) and Flexibility (97.60 ± 13.35 vs. 86.00 ± 15.71, p = 0.045) than fourth-year students. Second-year students had the lowest semester GPA (4.02 ± 0.45, p = 0.004) and concerning EI patterns. Weak but significant positive correlations were found between Total EI and semester GPA (r = 0.200, p = 0.033), Self-Perception and semester GPA (r = 0.200, p = 0.034), Interpersonal composite and cumulative (r = 0.231, p = 0.013) and semester GPA (r = 0.343, p < 0.001), and Well-Being Indicator with both GPA measures. Correlations were strongest in the first and second years. Overall EI was broadly stable across academic years, with higher Stress Management and Flexibility scores observed in final-year students. EI measures demonstrated statistically significant but weak positive associations with GPA, with the Interpersonal composite showing the most consistent relationship. These findings suggest EI may be related to academic performance in early training, but the modest effect sizes indicate limited explanatory power and warrant cautious interpretation.