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Abstract(s)
Introdução: InteligĂȘncia emocional (IE) Ă© a habilidade individual para entender, clarificar e
regular emoçÔes, refletindo o potencial do indivĂduo no comportamento adaptativo inteligente.
Segundo Goleman, as pessoas emocionalmente mais desenvolvidas tĂȘm vantagem em todos os
domĂnios da vida, sendo mais eficazes, mais satisfeitas e mais capazes de produzir bons
resultados no seu quotidiano. Para além disso, a IE tem evidenciado um efeito positivo no
sucesso académico, devido a um processo onde se destaca o impacto das emoçÔes na memória
e, consequentemente, na aprendizagem. No entanto, a influĂȘncia das emoçÔes no desempenho
cognitivo do indivĂduo tem sido uma temĂĄtica controversa, uma vez que as investigaçÔes que
relacionam estas variĂĄveis tĂȘm revelado resultados inconsistentes. Assim, o principal objetivo
deste estudo Ă© avaliar a influĂȘncia da IE no desempenho acadĂ©mico (DA) dos estudantes de
Medicina da Universidade da Beira Interior (UBI).
Materiais e métodos: Este estudo, de tipo observacional transversal, foi realizado com uma
amostra 260 estudantes do 2Âș ao 6Âș ano do Mestrado Integrado em Medicina da UBI por via da
aplicação de um questionårio. Este inclui uma parte com questÔes para caracterização
sociodemogråfica e avaliação do DA e outra parte com uma escala de avaliação da IE dos
participantes, a versĂŁo portuguesa modificada e reduzida da Trait Meta-Mood Scale (TMMS-24).
A anĂĄlise estatĂstica dos dados efetuou-se atravĂ©s do programa Statistical Package for the Social
Sciences (SPSS) â versĂŁo 25.
Resultados: A maioria dos participantes Ă© do sexo feminino (73,9%), sendo que 93,1% tem idade
igual ou inferior a 25 anos (média de idade = 22,41 DP=2,04). A média atual das notas dos
participantes situa-se entre os 11 e os 18 valores. Os resultados indicam que nĂŁo hĂĄ uma
correlação estatisticamente significativa entre a IE e o DA, apesar do DA ter uma diferença
tendencialmente significativa em função do fator Clareza de sentimentos da IE. A IE e o DA
apresentam diferenças estatisticamente significativas em função da idade, com resultados mais
elevados no grupo mais velho. O sexo tem uma influĂȘncia tendencialmente significativa no DA
e no fator Atenção às emoçÔes da IE, observando-se melhores resultados no sexo feminino. O
ano do curso apenas influencia significativamente o DA.
ConclusĂŁo: NĂŁo se verificou correlação entre a IE o DA dos estudantes. No entanto, concluiuse que a idade tem influĂȘncia positiva tanto na IE como no DA do aluno. Para alĂ©m disso,
verificou-se também que o sexo feminino tem resultados superiores na IE e no DA e que o ano
do curso que o aluno frequenta apenas tem efeito no DA. Apesar dos resultados confirmarem a
controvĂ©rsia da influĂȘncia da IE no DA dos estudantes de Medicina, Ă© de salientar a importĂąncia
da mesma nas suas capacidades adaptativas enquanto alunos e futuros profissionais de saĂșde.
Introduction: Emotional intelligence (EI) is the individual ability to understand, clarify and regulate emotions which reflects on the entityâs potential for intelligent adaptive behavior. According to Goleman, the most emotionally developed people have advantages in all areas of life by being more effective, more satisfied and more able to produce good results in their daily life. Furthermore, EI has shown a positive impact on academic success highlighting the impact of emotions on memory and, consequently, on learning. However, the influence of emotions on the individual's cognitive performance has been a controversial topic, due to the inconsistent results delivered by previous researches. Thus, the main objective of this study is to evaluate the influence of EI on the academic performance (AP) of medical students at the University of Beira Interior (UBI). Materials and methods: This cross-sectional observational study was conducted through a questionnaire to 260 students. This includes a part with questions for sociodemographic characterization, AP assessment and another part with an EI rating scale of the participants, based on the modified and reduced portuguese version of the Trait Meta-Mood Scale (TMMS24). The statistical analysis of data was performed using the Statistical Package for the Social Sciences (SPSS) - version 25. Results: Most participants were female (73.9%) being 93,1% 25 years old or less (mean age=22,41, DP=2,04). The currentâ average grades of the participants is between 11 and 18 values. The results indicate that, statistically, there is no significant correlation between students' EI and AP, although AP tends to be significantly different due to the Clarity of feelings (EI factor). In addition, both EI and AP show significant differences based on the age of participants, with higher results in the older group. Sex has shown to have a significant tendency to influence the AP and the Attention to emotions (EI factor), observing better results in females. The year of the course only significantly influences AP. Conclusion: There was no correlation between studentsâ EI and AP. However, it was shown that age has a positive influence on both studentsâ EI and AP. It was also found that the female sex has superior results in EI and AP. In addition, the year of the course that the student attends has only effects on AP. Although the results confirm the controversy over the influence of EI on AP of medical students, it is important to emphasize its importance in their adaptive capacities as future health professionals.
Introduction: Emotional intelligence (EI) is the individual ability to understand, clarify and regulate emotions which reflects on the entityâs potential for intelligent adaptive behavior. According to Goleman, the most emotionally developed people have advantages in all areas of life by being more effective, more satisfied and more able to produce good results in their daily life. Furthermore, EI has shown a positive impact on academic success highlighting the impact of emotions on memory and, consequently, on learning. However, the influence of emotions on the individual's cognitive performance has been a controversial topic, due to the inconsistent results delivered by previous researches. Thus, the main objective of this study is to evaluate the influence of EI on the academic performance (AP) of medical students at the University of Beira Interior (UBI). Materials and methods: This cross-sectional observational study was conducted through a questionnaire to 260 students. This includes a part with questions for sociodemographic characterization, AP assessment and another part with an EI rating scale of the participants, based on the modified and reduced portuguese version of the Trait Meta-Mood Scale (TMMS24). The statistical analysis of data was performed using the Statistical Package for the Social Sciences (SPSS) - version 25. Results: Most participants were female (73.9%) being 93,1% 25 years old or less (mean age=22,41, DP=2,04). The currentâ average grades of the participants is between 11 and 18 values. The results indicate that, statistically, there is no significant correlation between students' EI and AP, although AP tends to be significantly different due to the Clarity of feelings (EI factor). In addition, both EI and AP show significant differences based on the age of participants, with higher results in the older group. Sex has shown to have a significant tendency to influence the AP and the Attention to emotions (EI factor), observing better results in females. The year of the course only significantly influences AP. Conclusion: There was no correlation between studentsâ EI and AP. However, it was shown that age has a positive influence on both studentsâ EI and AP. It was also found that the female sex has superior results in EI and AP. In addition, the year of the course that the student attends has only effects on AP. Although the results confirm the controversy over the influence of EI on AP of medical students, it is important to emphasize its importance in their adaptive capacities as future health professionals.
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Keywords
Desempenho AcadĂ©mico InteligĂȘncia Emocional Medicina