Title:
A CROSS-SECTIONAL STUDY ON ASSOCIATION BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE AMONG NURSING STUDENTS OF SELECTED NURSING COLLEGES IN KATHMANDU

Authors:
Nabina Paneru* and Ashish Kafle, Nepal

Abstract:
Background: Emotional intelligence incorporates the important aspects of interpersonal and intrapersonal relationships, adaptability, moods and stress management skills, which have a profound effect on the academic performance of students. Methodology: An Analytical Cross-sectional study was carried out with main objective to find out the association between emotional intelligence and academic performance of nursing students from selected nursing colleges. Using non - probability purposive sampling method, PCL Nursing 3rd year students were selected and data was collected using standardized Assessing Emotions Scale to measure Emotional Intelligence and final examination score of the students was considered as academic performance. Collected data was processed and analyzed using SPSS version 24. Results: The findings revealed that majority of the nursing students have high emotional intelligence. There is no any statistically significant correlation between emotional intelligence and academic performance of nursing students. Regarding sub dimensions of Emotional Intelligence, there was no any statistically significant correlation between managing other’s emotion, perception of emotion and utilization of emotion with academic performance, except for managing own emotion which has statistically significant correlation with academic performance. Nursing students from different ethnicity, mother and father’s education background do not defer in EI scores except age and type of family. Conclusion: Majority of the nursing students have higher level of emotional intelligence. Emotional intelligence is not significantly correlated with academic performance. This paper suggests that emotional intelligence is not guaranteed with the highest academic grades of students and that emotional intelligence components may be incorporated into the curriculum.