Abstract
Introduction:
Emotional intelligence has an important role in various aspects of people's lives, and the academic achievement index is essential in assessing students' success and evaluating the educational system's performance. This study aims to determine the relationship between emotional intelligence and academic achievement in rehabilitation faculty students.
Materials & Methods:
The present study was a descriptive cross-sectional study that was conducted using a census sampling method on 180 students of the Faculty of Rehabilitation, Hamadan University of Medical Sciences in the academic year 2024-05. The data was collected using a demographic questionnaire, the Bar-on emotional intelligence questionnaire. The mean score of students was used as an index of academic achievement. Data was analyzed by Pearson,’s correlation, Ttest, and one one-way ANOVA using SPSS- 22 software.
Results: The results of the study indicated that the mean scores of emotional intelligence and academic achievement of students were 248.28±17.06 and 16.74±1.37, respectively. There was also a statistically significant relationship between emotional intelligence and gender (p=0.03), academic achievement and gender (p <0.05), and academic achievement and place of residence (p=0.03). Conclusion: Emotional intelligence has a positive effect on the academic achievement of students in the rehabilitation faculty. The mean emotional intelligence and academic achievement are higher for girls than for boys. Students who were native or living at home had better academic achievement than students living in dormitories.
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