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Introduction <p>Self-directed learning involves identifying needs, choosing strategies, and setting goals. Emotional intelligence relates to this process by boosting learners’ confidence and ability to learn independently in challenging situations. This study evaluates emotional intelligence in Tabriz dentistry students and explores its relationship with self-directed learning.</p> Method <p>This cross-sectional study was conducted on 98 dentistry students in basic science and clinical phases, and the Bar-On questionnaire for emotional intelligence and the self-directed learning questionnaire were used. The relationship between emotional intelligence and self-directed learning and its components was analyzed using an independent <i>t</i>-test. The effects of the sub-components of emotional intelligence on self-directed learning were examined through simultaneous regression across two educational levels: basic and clinical sciences. SPSS 19 was used, with statistical significance set at 0.05.</p> Results <p>The mean emotional intelligence was 70.44 ± 6.75 for basic science students and 73.05 ± 8.43 for clinical students, with no significant difference (<i>p</i> = 0.094). Interpersonal skills (<i>p</i> &lt; 0.001) and adaptability (<i>p</i> = 0.048) were significantly higher in clinical students. Self-directed learning scores were 75.85 ± 7.96 for basic science and 74.30 ± 9.43 for clinical students, with no significant difference (<i>p</i> = 0.382). Planning skills (<i>p</i> = 0.001) and communication (<i>p</i> = 0.010) were significantly higher in basic science students.</p> Conclusion <p>Emotional intelligence among students in basic sciences and clinical courses showed no differences. However, intrapersonal skills and adaptability were notably higher in the clinical group. Self-directed learning did not differ between groups, although planning skills and communication were better in basic sciences. A relationship was found between emotional intelligence and academic performance in the clinical group but not in basic sciences.</p>

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Evaluation of the Relationships Between Emotional Intelligence and Its Components with Self-Directed Learning and Academic Performance Among Dentistry Students

  • 期刊论文

  • 发表日期：

    2025年7月11日

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  • Zahra Aghazadeh,
  • Saeideh Ghaffarifar,
  • Katayoun Katebi,
  • Gholamali Dehghani

摘要

Introduction

Self-directed learning involves identifying needs, choosing strategies, and setting goals. Emotional intelligence relates to this process by boosting learners’ confidence and ability to learn independently in challenging situations. This study evaluates emotional intelligence in Tabriz dentistry students and explores its relationship with self-directed learning.

Method

This cross-sectional study was conducted on 98 dentistry students in basic science and clinical phases, and the Bar-On questionnaire for emotional intelligence and the self-directed learning questionnaire were used. The relationship between emotional intelligence and self-directed learning and its components was analyzed using an independent t-test. The effects of the sub-components of emotional intelligence on self-directed learning were examined through simultaneous regression across two educational levels: basic and clinical sciences. SPSS 19 was used, with statistical significance set at 0.05.

Results

The mean emotional intelligence was 70.44 ± 6.75 for basic science students and 73.05 ± 8.43 for clinical students, with no significant difference (p = 0.094). Interpersonal skills (p < 0.001) and adaptability (p = 0.048) were significantly higher in clinical students. Self-directed learning scores were 75.85 ± 7.96 for basic science and 74.30 ± 9.43 for clinical students, with no significant difference (p = 0.382). Planning skills (p = 0.001) and communication (p = 0.010) were significantly higher in basic science students.

Conclusion

Emotional intelligence among students in basic sciences and clinical courses showed no differences. However, intrapersonal skills and adaptability were notably higher in the clinical group. Self-directed learning did not differ between groups, although planning skills and communication were better in basic sciences. A relationship was found between emotional intelligence and academic performance in the clinical group but not in basic sciences.