沙特女性牙科学生的情绪智力和学术成功:一个横截面分析
1Department of Preventive Dental Science, College of Dentistry, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, 11671, Riyadh, Saudi Arabia. mrhalawani@pnu.edu.sa.
The Saudi dental journal
|March 11, 2026
概括
牙科学生的情绪智力 (EI) 在整个学年表现出稳定性,最后一年的学生在压力管理和灵活性方面表现出色. 经验教育与学业成绩有着微弱的正面联系,特别是在早期.
科学领域:
- 牙科教育 牙科教育
- 心理学 心理学 心理学
- 高等教育 高等教育
背景情况:
- 牙科教育是一个高度压力的环境.
- 情绪智能 (EI) 对学生的福祉和在苛刻领域的学术成功至关重要.
- 了解EI在牙科学生中的作用对于有针对性的支持至关重要.
研究的目的:
- 为了评估女性本科牙科学生的情绪智力 (EI) 水平.
- 调查EI,学年和学业成绩 (GPA) 之间的关系.
- 识别牙科教育不同阶段的EI的潜在差异.
主要方法:
- 这是一项涉及117名女本科牙科学生的横截面研究,这些学生来自Princess Nourah Bint Abdulrahman University.
- 使用EQ-i 2.0®评估工具测量了情绪智能 (EI).
- 统计分析包括ANOVA,Tukey的后期测试和Pearson相关性,以检查EI变化和GPA关系.
主要成果:
- 整体EI分数在整个学年保持相对稳定.
- 与四年级学生相比,五年级学生在压力管理和灵活性方面的得分明显更高.
- 在总体情绪指数,自我感知,人际复合,幸福指标,学期和累计GPA之间观察到弱但显著的正相关性,在学年初最强.
结论:
- 情绪智能 (EI) 在整个牙科院内通常是稳定的,在晚年,压力管理和灵活性技能显著增加.
- 经验指数显示了与学业成绩 (GPA),特别是人际复合的统计学上显著的,尽管很弱的积极关联.
- 温和的效应大小表明,情感对学术成功的解释能力有限,这需要谨慎的解释和进一步研究促成因素.
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