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Introduction <p>Allied health sciences students face considerable psychological demands during clinical training, which may contribute to elevated levels of stress, anxiety, and depressive symptoms. Identifying protective psychological factors is therefore important for supporting student well-being. This study examined a structural model of the associations among emotional intelligence, self-compassion, and academic resilience, with a focus on the potential mediating role of self-compassion.</p> Methods <p>This multi-center cross-sectional study included 452 students from anesthesia, operating room technology, and pre-hospital emergency care programs across four universities in Tehran. Data were collected using the Self-Compassion Scale–Short Form (SCS-SF), Brief Emotional Intelligence Scale (BEIS-10), and Academic Resilience Scale (ARS), all showing acceptable reliability (Cronbach’s α &gt; 0.70). Data were analyzed using Pearson correlation and Structural Equation Modeling (SEM) in AMOS. Model fit was evaluated using GFI, CFI, and RMSEA, and indirect effects were tested via bootstrapping.</p> Results <p>Emotional intelligence, self-compassion, and academic resilience were significantly and positively correlated (<i>p</i> &lt; 0.001). The proposed model demonstrated acceptable fit (GFI = 0.94, CFI = 0.92, RMSEA = 0.072). Emotional intelligence (β = 0.440, <i>p</i> &lt; 0.001) and self-compassion (β = 0.419, <i>p</i> &lt; 0.001) were significantly associated with academic resilience, explaining 65% of its variance. Bootstrapping results indicated a significant indirect association of emotional intelligence with academic resilience through self-compassion (β = 0.321, <i>p</i> = 0.004).</p> Conclusion <p>The findings suggest that emotional intelligence and self-compassion are important correlates of academic resilience among allied health sciences students. The results support an integrated model that may inform the design of interventions aimed at strengthening psychological resources and improving student well-being. Given the cross-sectional design, causal interpretations should be made with caution.</p>

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Emotional intelligence and self-compassion as predictors of academic resilience among allied medical sciences students: a structural equation modeling study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月28日

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  • Elham Shahidi Delshad,
  • Afzal Shamsi,
  • Parnia Karimian,
  • Nazanin Mohammadzade Jamalian,
  • Sajad Yarahmadi

摘要

Introduction

Allied health sciences students face considerable psychological demands during clinical training, which may contribute to elevated levels of stress, anxiety, and depressive symptoms. Identifying protective psychological factors is therefore important for supporting student well-being. This study examined a structural model of the associations among emotional intelligence, self-compassion, and academic resilience, with a focus on the potential mediating role of self-compassion.

Methods

This multi-center cross-sectional study included 452 students from anesthesia, operating room technology, and pre-hospital emergency care programs across four universities in Tehran. Data were collected using the Self-Compassion Scale–Short Form (SCS-SF), Brief Emotional Intelligence Scale (BEIS-10), and Academic Resilience Scale (ARS), all showing acceptable reliability (Cronbach’s α > 0.70). Data were analyzed using Pearson correlation and Structural Equation Modeling (SEM) in AMOS. Model fit was evaluated using GFI, CFI, and RMSEA, and indirect effects were tested via bootstrapping.

Results

Emotional intelligence, self-compassion, and academic resilience were significantly and positively correlated (p < 0.001). The proposed model demonstrated acceptable fit (GFI = 0.94, CFI = 0.92, RMSEA = 0.072). Emotional intelligence (β = 0.440, p < 0.001) and self-compassion (β = 0.419, p < 0.001) were significantly associated with academic resilience, explaining 65% of its variance. Bootstrapping results indicated a significant indirect association of emotional intelligence with academic resilience through self-compassion (β = 0.321, p = 0.004).

Conclusion

The findings suggest that emotional intelligence and self-compassion are important correlates of academic resilience among allied health sciences students. The results support an integrated model that may inform the design of interventions aimed at strengthening psychological resources and improving student well-being. Given the cross-sectional design, causal interpretations should be made with caution.