The Correlation among Emotional Intelligence, Motivated Strategies for Learning and the Academic Performance of Dental Students in Isfahan University of Medical Sciences during 2017-2018

Emotional Intelligence (EI) and motivated beliefs, and self-regulated learning strategies are two major components in academic performance in the views of a considerable number of investigators. Accordingly, the current study aims to evaluate the correlation among EI, motivated strategies for learning and the academic performance of dental students in Isfahan University of medical Sciences (IUMS).

This descriptive, analytical, cross-sectional study carried out on 196 dental students in IUMS. On one the hand, to evaluate EI and motivated beliefs of students, the EI test (Bradberry, 2006) was implemented and on the other hand, the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & De Groot, 1990) was applied which was notably assessed and confirmed in terms of validity and reliability. The collected data were analyzed with SPSS (Statistical Package for the Social Sciences, version 22) using independent samples t-test and Pearsonchr('39')s correlation coefficient (r) (P<0/05).

The results suggested a significant positive correlation between EI and motivated strategies (r=0.392; P-value<0.001) whereas there was an insignificant poor correlation between EI and academic performance (r=0.078, P value>0.05) but a significant positive correlation between motivated strategies (r=0.190; P value=0.042).