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Background <p>Emotional Intelligence (EI) and Academic Self-Efficacy (ASE) are psychological factors impacting academic performance and professional competencies in health education. Understanding their relationship is vital to improve allied health undergraduate outcomes.</p> Methods <p>A descriptive cross-sectional study was conducted from February to May 2024 using a convenience sampling method. A total of 348&#xa0;second-, third-, and fourth-year undergraduates from Nursing, Medical Laboratory Sciences (MLS), Pharmacy, and Optometry programs participated. EI was assessed using the Genos Emotional Intelligence Inventory Shorter Version (14 items, 5-point Likert scale; total score range: 14–70), and ASE was measured using the Academic Self-Efficacy Scale (24 items, 5-point Likert scale; total score range: 24–120). Scores were treated as continuous variables. Descriptive statistics summarized participant characteristics and EI/ASE levels. Spearman and Pearson correlations assessed relationships between EI and ASE. Non-parametric tests explored socio-demographic associations with EI and ASE. Multivariable linear regression determined whether EI independently predicted ASE, adjusting for gender, department, academic year, and accommodation.</p> Results <p>EI showed median 45.00 (IQR: 42–49), mean 45.94 ± 5.77, with 53.2% classified as low EI and 46.8% as high EI. ASE mean was 82.35 ± 12.05, with 43.4% low ASE and 56.6% high ASE. EI and ASE demonstrated moderate positive correlation (<i>r</i> = 0.455, 95% CI [0.372, 0.529], ρ = 0.432, both <i>p</i> &lt; 0.001). Multivariable regression confirmed EI as strongest independent predictor (B = 0.896, 95% CI 0.698–1.094, <i>p</i> &lt; 0.001), explaining 22.7% ASE variance (R²=0.227, F(5,342) = 20.141, <i>p</i> &lt; 0.001). Department associated with EI (<i>p</i> = 0.012) and ASE (<i>p</i> = 0.004); academic year with both EI (<i>p</i> = 0.017) and ASE (<i>p</i> = 0.005); accommodation with EI only (<i>p</i> = 0.019), not ASE (<i>p</i> = 0.069).</p> Conclusions <p>EI is a significant independent predictor of ASE among allied health undergraduates. Integrating structured EI and ASE training into curricula may enhance academic confidence, resilience, and interpersonal effectiveness, improving educational and professional outcomes in health sciences.</p>

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Emotional intelligence and academic self-efficacy among allied health undergraduates in Sri Lanka: a cross-sectional study

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  • 发表日期：

    2026年1月6日

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  • Lilanga Jayangi,
  • Umanda Dilrukshi Ganegoda,
  • Thamara Dilhani Amarasekara

摘要

Background

Emotional Intelligence (EI) and Academic Self-Efficacy (ASE) are psychological factors impacting academic performance and professional competencies in health education. Understanding their relationship is vital to improve allied health undergraduate outcomes.

Methods

A descriptive cross-sectional study was conducted from February to May 2024 using a convenience sampling method. A total of 348 second-, third-, and fourth-year undergraduates from Nursing, Medical Laboratory Sciences (MLS), Pharmacy, and Optometry programs participated. EI was assessed using the Genos Emotional Intelligence Inventory Shorter Version (14 items, 5-point Likert scale; total score range: 14–70), and ASE was measured using the Academic Self-Efficacy Scale (24 items, 5-point Likert scale; total score range: 24–120). Scores were treated as continuous variables. Descriptive statistics summarized participant characteristics and EI/ASE levels. Spearman and Pearson correlations assessed relationships between EI and ASE. Non-parametric tests explored socio-demographic associations with EI and ASE. Multivariable linear regression determined whether EI independently predicted ASE, adjusting for gender, department, academic year, and accommodation.

Results

EI showed median 45.00 (IQR: 42–49), mean 45.94 ± 5.77, with 53.2% classified as low EI and 46.8% as high EI. ASE mean was 82.35 ± 12.05, with 43.4% low ASE and 56.6% high ASE. EI and ASE demonstrated moderate positive correlation (r = 0.455, 95% CI [0.372, 0.529], ρ = 0.432, both p < 0.001). Multivariable regression confirmed EI as strongest independent predictor (B = 0.896, 95% CI 0.698–1.094, p < 0.001), explaining 22.7% ASE variance (R²=0.227, F(5,342) = 20.141, p < 0.001). Department associated with EI (p = 0.012) and ASE (p = 0.004); academic year with both EI (p = 0.017) and ASE (p = 0.005); accommodation with EI only (p = 0.019), not ASE (p = 0.069).

Conclusions

EI is a significant independent predictor of ASE among allied health undergraduates. Integrating structured EI and ASE training into curricula may enhance academic confidence, resilience, and interpersonal effectiveness, improving educational and professional outcomes in health sciences.