Emotional Intelligence and Academic Performance among Male and Female Medical Undergraduates in rural Sindh province, Pakistan

Abstract

Background & Objectives: Medical undergraduates face demanding requirements that heighten risk of stress, burnout, and poor performance. Emotional intelligence (EI), the ability to perceive, understand, and manage emotions supports resilience, well-being, and learning. However, evidence from Pakistan is inconsistent, with existing studies generally reporting moderate EI levels and context‑dependent associations with academic outcomes. Our objective was to assess the emotional intelligence levels of medical undergraduates, compare EI between male and female students, and examine the association of EI with academic performance.

Methodology: A cross-sectional study was conducted from 1st January 2024 to 31st December 2024 among 172 MBBS students (years 2–4) at Suleiman Roshan Medical College, Tando Adam, Sindh. Data was collected using a structured questionnaire covering demographics, academics, and the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF). Academic performance was assessed by cumulative grade point average (CGPA). Analyses included descriptive statistics, independent-samples t-tests for gender, and Pearson’s correlations for associations between EI and academic outcomes.

Results: Students demonstrated moderate EI (global EI mean = 4.53, SD = 0.77). Well-being was the strongest factor (mean = 5.16, SD = 0.94), and self-control the weakest (mean = 4.03, SD = 1.04). No significant differences among male and female students were found across global EI or its factors (p > 0.05). Reliability analysis showed good internal consistency (Cronbach’s α = 0.88 for global EI; subscales ranged from 0.76 to 0.84). EI factors showed no significant link with academic performance, except for a weak positive correlation between sociability and CGPA (r = 0.153, p = 0.046), reflecting only a weak effect size.

Conclusion: Medical students showed moderate levels of emotional intelligence, with no significant differences between male and female groups. Emotional intelligence was generally unrelated to academic performance, except for a weak positive association between sociability and CGPA.