Emotional intelligence and academic self-efficacy among allied health undergraduates in Sri Lanka

A cross-sectional study

Bibliographic Data

ID22425240
AuthorsLilanga Jayangi (University of Sri Jayewardenepura), Umanda Dilrukshi Ganegoda (University of Sri Jayewardenepura, corresponding author), Thamara Amarasekara (0000-0003-0191-0973, University of Sri Jayewardenepura), Thamara Dilhani Amarasekara
Year2026
Volume26
Issue1
Pages191-191
Publication date2026-01-06
Open AccessYes
TypeARTICLE
VenueBMC Medical Education (JOURNAL)
Journal identifiersISSN: 1472-6920 • E-ISSN: 1472-6920
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1186/s12909-025-08526-4
PMID41491518
OpenAlexW7118638369
LanguageEN
References cited34

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. 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. 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). 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. • EI is a significant, independent predictor of ASE among allied health sciences undergraduates. • Socio-demographic factors such as gender, department, academic year, and accommodation do not independently influence ASE once EI is accounted for. • Students residing at home or in supportive environments demonstrated higher EI, highlighting the role of familial and social support in emotional development. • Integrating EI-focused interventions, such as reflective practice, emotional regulation training, and mentorship programs, into allied health curricula may enhance academic confidence and professional competence.

Curriculum · Emotional health · Emotional intelligence · Health professionals · Interpersonal communication · Interpersonal relationship · Mental health · Education, Achievement, and Giftedness · Emotional Intelligence and Performance · Psychological Treatments and Assessments

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