ACTA FACULTATIS

MEDICAE NAISSENSIS

DOI: 10.1515/afmnai-2017-0008 UDC: 159.942:37.042-057.875(55)

Original article

The Relation between Academic Achievement

and Emotional Intelligence in Iranian Students:
A Meta-Analysis

Hossein Ranjbar1, Seyed Hossein Khademi1, Hossein Namdar Areshtanab2

1Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran

2Tabriz University of Medical Sciences, Tabriz, Iran

SUMMARY

Academic achievement is one of the most important concepts in the field of education. Although
emotional intelligence, as a key factor in academic achievement, has been studied in various studies, yet
the results obtained are not in harmony with each other and the topic is yet under debate. In order to fill
in this informational vacuum, the present research was undergone using a meta-analysis method.
In order to make a thorough search to find articles within the Iranian context, key words such as
“Emotional Intelligence" AND (Emotional OR Intelligence) AND "academic achievement" OR "academic
status" AND "Student" AND "Iran", were used without limitation in dates or language in the following
sites: Medline, Scopus, ScienceDirect, Web of Knowledge, Ovid, Wiley, Google Scholar, and Persian
databases such as SID, Irandoc and Magiran. The random effect model was utilized for statistical pooling.
A total of 23 articles were chosen to enter the meta-analysis. The pooled results showed a
meaningful relationship between emotional intelligence and academic achievement (Pooled Correlation =
0.157; 95% CI, 0.081-0.231). The Cochran Q (Q = 145:126, p = 0.000) and I2 = 84.84% index indicated a high
heterogeneity among the articles entering the meta-analysis. In subgroup analysis, the students in state
universities had more summary effect (0.177; 95% CI, 0.085 - 0.267) compared to the ones studying in
private ones (0.118; 95% CI, 0.024-0.255). No sign of publication bias was found.
A weak correlation was seen between emotional intelligence and educational achievement in the
context of Iranian university students. It seems that the relationship of these concepts may be affected by
other factors in this setting, so this calls for further studies in this field.

Key words: academic achievement, emotional intelligence, academic status, student

Corresponding author:
Hossein Ranjbar
Email: [email protected]

Acta facultatis medicae Naissensis 2017;34(1):65-76 65

Original article

INTRODUCTION METHODS

Academic achievement is regarded as one of the Search strategy

most important concepts within the realm of education
In order to find published articles, a compre-
that can be a measure of the achievement of the end
hensive search with no time or language limitations
goals of an individual’s and an educational system’s
was done in the databases of Medline, ScienceDirect,
success in the future (1). In line with the same, many Web of Knowledge, Scopus, and Google scholar plus
studies have been carried out with the aim of in Iranian scientific databases published in Persian
identifying the factors related to academic achievement such as SID, Irandoc and Magiran until March 30th
such as cognitive factors and their role in this success 2016.
(2-4) as well as peer relationship, socio-economic The algorithm of the following search terms
condition, the quality of university education (5-7) and were utilized: "Emotional Intelligence" AND (Emotio-
especially the effect of emotional intelligence on nal OR Intelligence) AND "academic achievement"
academic achievement (8). OR "academic status" AND "Student" AND "Iran".
This subject was proposed for the first time in The obtained article references were examined
1990 by Salvy and Meyer (9) and quickly found an for further search options and for finding the
important spot in the factors under study within maximum number of published articles possible.
educational systems, so much so that it has been Articles were investigated by two researchers separa-
presented by many experts and educational systems in tely. Also in case of any disagreement, the issue was
the world as an important theoretical and scientific cleared and solved through the consensus of the third
structure (10, 11). researcher.
Emotional intelligence, a subcategory of social
Study Selection
intelligence, gives the individual the power to control
the emotions of themselves and others. Moreover, it All published studies on the subject of cor-
empowers them with the ability to distinguish the data relation between emotional intelligence and academic
and to use it as a guide to direct their thoughts and achievement in Iranian students were considered for
actions (9). Emotional Intelligence includes important inclusion in this research.
aspects of individual’s internal and external rela- Inclusion criteria in study selection were: 1) the
tionships, stress management skills, and mood and study design had to be observational showing
temperament adaptation, all of which have an correlation, 2) the focus of the studies had to be on the
important effect on academic achievement of univer- relationship between emotional intelligence and
sity students (12). With regards to the same, several academic achievement among students, 3) it had to
studies have been undergone all over the world on the provide an overall score illustrating the emotional
topic of academic achievement and emotional intel- intelligence of each participant, and 4) it had to show
ligence in university students. However, their results the relationship between academic achievement and
are conflicting (13-15). emotional intelligence through correlation (r). Or the
In Iran, too, considering the difference in con- article had to contain information which could be
text, many studies have been undergone; however, used for calculating the correlation coefficient.
their results are inconsistent and the topic is yet under Exclusion criteria consisted of studies that only
debate (12, 16-18). A meta-analysis has demonstrated a provided a correlation subscale between academic
achievement and emotional intelligence without
significant relationship between emotional intelligence
giving the overall score on emotional intelligence
and academic achievement in Iranian university
scale, 2) the studies that had reported on correlation
students, but the strength of this relationship is also
between emotional intelligence and academic
unknown (19).
achievement in school students, and 3) review studies,
Thus, in order to fill in this informational vacu-
letter to the editor and duplicate articles.
um, the current study was carried out to assess the
association of academic achievement with emotional Data Extraction
intelligence among Iranian students by using meta-
analysis of the literature. For meta-analysis, two researchers extracted the

66 Acta facultatis medicae Naissensis 2017;34(1):65-76

 Hossein Ranjbar, Seyed Hossein Khademi, Hossein Namdar Areshtanab

following data: the author's name, year of publica- for quantification of heterogeneity among the studies
tion, number of samples, gender of participants, mean in the meta-analysis the I2 index was applied. This
age, type of instrument for measuring emotional index shows the proportion of the actual variance ob-
intelligence, measurement scale of academic achi- served among the studies.
evement, control/lack of control with regards to Subgroup and meta-regression analyses were
participants’ mental health status, their field of study, used to define the real heterogeneity existing in the
type of university they were studying at, and quality studies and its possible relationship with covariates of
assessment of the included articles. gender, age, emotional intelligence assessment tool,
Moreover, any disagreements on any issue measurement scale of academic achievement, control/
between the two researchers were solved with the lack of control of participant on their mental health,
consensus of the third researcher. In order to evaluate and quality assessment of article included in the
the articles entering the meta-analysis, the tools of study. Plus to assess publication bias, funnel plots,
quality assessment related to observational studies Egger’s regression intercept (22) and Begg and Ma-
having 22 statements were used (20). zumdar’s rank correlation (23) were applied.
Any article containing 50–75% of the criteria The Funnel plot is a graph in which the stan-
related to the desired tools was placed in Group B, dard errors of studies in meta-analysis are placed on
whereas any article showing higher than 75% was the Y-axis and the amount of their effect is shown on
placed in Group A. the X-axis. Asymmetry in this plot can be due to
publication bias of studies included in meta-analysis
Statistical analysis (21). Data analysis was executed using comprehensive
meta-analysis software (version 3).
As the studies entering the meta-analysis had
been undergone in different academic system back- RESULTS
grounds and also contained certain other differences,
the statistical analysis of this research was undergone By performing a comprehensive search using
using the random effect model. This model allows the searching strategies in databases 2,022 studies were
researcher to investigate the variables that may differ obtained. Of these, due to a lack of subject relevant,
among several articles under study (21). 1,906 studies were excluded through screening titles
In order to assess heterogeneity, the Cochrane and abstracts. The full text of the remaining 116 arti-
Q test with significance level of p < 0.05 was used plus cles was thoroughly evaluated in further details
(Figure 1).

Possibly relevant studies in the first

search of databases: (n = 2022)

Studies excluded due to a lack of relevant subject

through screening titles and abstracts (n = 1906)

Articles were evaluated in further

details: (n = 116)

Articles were excluded due to being duplicated or

Letters to the Editor or review articles: (n = 93)

Articles included in the meta-

analysis: (n = 23)

Figure 1: The process of study inclusion in the meta- analysis

Acta facultatis medicae Naissensis 2017;34(1):65-76 67

Original article

Table 1. Characteristics of studies included in the meta-analysis

Mean Quality
Type of
N Gender age †MSOEI ‡MSOAA ¥PMHS Field of Study Asses-
University
(years) sment
Adib-Hajbaghery
Male/ Sibria Lack of
et al. (2016) 180 21.10 GPA Medical sciences state A
Female Shiring control

Barkhordari & Lack of

87 Female 21.59 Bar-On GPA Medical sciences state A
Rostambeygi (2013) control
Comprehensive Lack of Non-medical
Berenji (2010) 110 NA NA Bar-On private B
exam scores control sciences
Chinipardaz et al. Male/ Comprehensive Lack of
70 NA Bar-On Medical sciences state B
(2012) Female exam scores control
Pytraydz
Male/ Lack of Non-medical
Dastjerdi (2013) 300 NA & GPA NA B
Female control sciences
Farnham
Fallahzadeh Male/ Lack of
223 22.73 Bar-On GPA Medical sciences state A
(2011) Female control
Ghaderi et al. Male/ Bradbry- Lack of Medical & Non-
303 23/35 GPA private A
(2013) Female Graves control medical sciences
Hashemi et al. Male/ Lack of Non-medical
337 NA Rain GPA private B
(2014) Female control sciences
Hassan Tehrani et Male/
107 21.70 Bar-On GPA Control Medical sciences state A
al, (2012) Female
Hossein Mardi & Non-medical
Male Bradbry- Lack of
Hossein Mardi 376 NA GPA sciences private A
/Female Graves control
(2015)
Non-medical
Izadi yazdan abadi Male Sibria Lack of
250 NA GPA sciences Military B
et al. (2011) /Female Shiring control
Jafari &
Male/ Lack of
Ahmadzadeh 221 22/43 Bar-On GPA Medical Sciences state A
Female control
(2014)
Male/ Lack of Medical & Non-
Meshkat (2011) 187 NA Bar-On GPA state B
Female control medical sciences
Sibria Lack of
Namazi et al. (2015) 180 Female 21/56 GPA Medical sciences private B
Shiring control
Radfar et al. (2013) 150 Male 23.17 Bar-On GPA Control Medical sciences state A
Raeisoon et al. Male/ Lack of
99 20.40 Bar-On GPA Medical sciences state A
(2014) Female control
Male/ Lack of
Salehi et al. ( 2012) 100 Bar-On GPA Medical sciences state B
Female control
Samari &Tahmasbi Male/ Lack of
112 21/65 Bar-On GPA Medical sciences private A
2007) Female control
Clinical
Tafazoli et al. Lack of
19 Female 22.40 Bar-On performance Medical sciences state A
(2012) control
scores
Tamannaifar et al. Lack of Non-medical
400 Female NA Bar-On GPA state B
(2010) control sciences
Yavaiyan & EjaZ Bradbry- Lack of
297 Female NA GPA Medical sciences state B
(2008) Graves control
Yeganeh et al. Lack of Medical & Non-
207 Female 21.58 Schutt GPA state A
(2013) control medical sciences
Zahed-Babelana & Lack of Non-medical
328 NA NA Bar-On Average grades private B
Moenikia (2010) control sciences
†MSOEI=Measurement Scale of Emotional Intelligence; ‡MSOAA= Measurement Scale of Academic
Achievement;
¥PMHS= participants’ mental health status; NA= Not available; GPA=Grade point average

68 Acta facultatis medicae Naissensis 2017;34(1):65-76

 Hossein Ranjbar, Seyed Hossein Khademi, Hossein Namdar Areshtanab

Eventually, 93 studies were excluded due to tional intelligence and academic achievements were
being duplicated or letters to the editor or review included in the meta-analysis (12, 16-18, 24-42). De-
articles, and a total of 23 articles (having 4643 parti- tails of accepted studies and their participants can be
cipants) with a focus on the correlation between emo- seen in Table 1.

Study name Statistics for each study Correlation and 95% CI

Lower Upper
Correlation limit limit Z-Value p-Value
Adib-Hajbagheryet al, 2016 0.058 -0.089 0.203 0.773 0.440
Barkhordari &Rostambeygi , 2013 -0.165 -0.363 0.047 -1.526 0.127
Berenji , 2010 -0.079 -0.262 0.110 -0.819 0.413
Chinipardaz et al , 2012 -0.116 -0.342 0.122 -0.954 0.340
Dastjerdi, 2013 0.128 0.015 0.238 2.218 0.027
Fallahzadeh, 2011 0.140 0.009 0.266 2.090 0.037
Ghaderi et al , 2013 0.278 0.171 0.379 4.945 0.000
Hashemi et al, 2014 0.346 0.248 0.437 6.596 0.000
HassanTehrani et al, 2012 0.350 0.172 0.506 3.727 0.000
HosseinMardi &HosseinMardi , 2015 -0.041 -0.142 0.060 -0.792 0.428
Izadi yazdanabadi et al, 2011 0.290 0.172 0.400 4.692 0.000
Jafari &Ahmadzadeh,2014 0.478 0.369 0.574 7.683 0.000
Meshkat, 2011 0.161 0.018 0.298 2.203 0.028
Namazi et al, 2015 -0.010 -0.156 0.136 -0.133 0.894
Radfar et al, 2013 0.305 0.152 0.444 3.819 0.000
Raeisoonet al, 2014 -0.030 -0.226 0.168 -0.294 0.769
Salehi et al , 2012 0.243 0.049 0.419 2.442 0.015
Samari &Tahmasbi, 2007 0.190 0.005 0.363 2.008 0.045
Tafazoli et al, 2012 0.643 0.267 0.849 3.053 0.002
Tamannaifar et al, 2010 -0.027 -0.125 0.071 -0.538 0.591
Yavaiyan&EjaZ, 2008 -0.020 -0.134 0.094 -0.343 0.732
Yeganehet al , 2013 0.210 0.076 0.337 3.045 0.002
Zahed-Babelana&Moenikia, 2010 0.317 0.216 0.411 5.919 0.000
0.157 0.081 0.231 4.025 0.000
-1.00 -0.50 0.00 0.50 1.00
Favours A Favours B

Figure 2: The Forest plot of correlation between emotional intelligence and academic achievement
according to the random effects model

Group by Study name Statistics for each study Correlation and 95% CI
Mental Health Status
Lower Upper
Correlation limit limit Z-Value p-Value
control Hassan Tehrani et al, 2012 0.350 0.172 0.506 3.727 0.000
control Radfar et al, 2013 0.305 0.152 0.444 3.819 0.000
control 0.324 0.209 0.430 5.322 0.000
Lack of control Adib-Hajbaghery et al, 2016 0.058 -0.089 0.203 0.773 0.440
Lack of control Barkhordari & Rostambeygi , 2013 -0.165 -0.363 0.047 -1.526 0.127
Lack of control Berenji , 2010 -0.079 -0.262 0.110 -0.819 0.413
Lack of control Chinipardaz et al , 2012 -0.116 -0.342 0.122 -0.954 0.340
Lack of control Dastjerdi, 2013 0.128 0.015 0.238 2.218 0.027
Lack of control Fallahzadeh , 2011 0.140 0.009 0.266 2.090 0.037
Lack of control Ghaderi et al , 2013 0.278 0.171 0.379 4.945 0.000
Lack of control Hashemi et al, 2014 0.346 0.248 0.437 6.596 0.000
Lack of control Hossein Mardi & Hossein Mardi , 2015-0.041 -0.142 0.060 -0.792 0.428
Lack of control Izadi yazdan abadi et al, 2011 0.290 0.172 0.400 4.692 0.000
Lack of control Jafari & Ahmadzadeh ,2014 0.478 0.369 0.574 7.683 0.000
Lack of control Meshkat, 2011 0.161 0.018 0.298 2.203 0.028
Lack of control Namazi et al, 2015 -0.010 -0.156 0.136 -0.133 0.894
Lack of control Raeisoon et al, 2014 -0.030 -0.226 0.168 -0.294 0.769
Lack of control Salehi et al , 2012 0.243 0.049 0.419 2.442 0.015
Lack of control Samari &Tahmasbi, 2007 0.190 0.005 0.363 2.008 0.045
Lack of control Tafazoli et al, 2012 0.643 0.267 0.849 3.053 0.002
Lack of control Tamannaifar et al, 2010 -0.027 -0.125 0.071 -0.538 0.591
Lack of control Yavaiyan & EjaZ, 2008 -0.020 -0.134 0.094 -0.343 0.732
Lack of control Yeganeh et al , 2013 0.210 0.076 0.337 3.045 0.002
Lack of control Zahed-Babelana & Moenikia, 2010 0.317 0.216 0.411 5.919 0.000
Lack of control 0.140 0.061 0.218 3.435 0.001
Overall 0.197 0.131 0.261 5.784 0.000
-1.00 -0.50 0.00 0.50 1.00

Favours A Favours B

Figure 3: Forest plot of correlation between emotional intelligence and academic achievement in the
two groups of control /lack of control of mental health status in participants.

Acta facultatis medicae Naissensis 2017;34(1):65-76 69

Original article

Of the 23 articles reaching meta-analysis, a lack status “and “lack of control of mental health status in
of correlation between emotional intelligence and participants", the pooled result was 0.324; 95% CI,
academic achievements were found in 9 articles and a 0.209 - 0.430 and 0.197; 95% CI, 0.131-0.261, respec-
direct and meaningful correlation was reported in 14 tively (Figure 3).
studies. The pooled correlation in the subgroup ana-
The pooled results between emotional intel- lysis relating to type of university when limiting it to
ligence and academic achievement indicated a signifi- state and private universities was (0.177; 95% CI,
cant correlation between these concepts (Pooled 0.085-0.267) and (0.118; 95% CI, 0.024-0.255), respec-
Correlation = 0.157; 95% CI, 0.081-0.231) (Figure 2). tively (Figure 4).
Cochrane Q index indicated heterogeneity Q = Further, to assess publication bias funnel plot,
145:126 (p = 0.000) in the included studies. The index Egger’s Regression Intercept (22), Begg and Ma-
of I2 = 84.84% also showed the proportion of this real zumdar’s rank and the Classic fail-safe N test were
heterogeneity to be high. To define the real hete- used. Figure 5 shows funnel plot for correlation be-
rogeneity among the studies, the meta regression tween emotional intelligence and academic achieve-
analysis did not show any significant moderating ment.
effect of participants’ age, sample size of studies and Egger’s Regression (p = 0.92968) and Begg and
publication year of articles on the pooled results. Mazumdar’s rank (p = 0.92968) showed no evidence
Subgroup analyses also did not display any signi- of publication bias between emotional intelligence
ficant categorical moderating impact of measurement and academic achievement.
scale of emotional intelligence, academic achievement The classic fail-safe N Test suggests the num-
and the field of study on the summary effect. bers of lost studies that need to be added to the meta-
In subgroup analyses related to students’ analysis for the p-value to become greater than alpha.
mental health, when the analysis was limited to two In our study, 623 cases were recommended which
groups of studies with “Control of mental health suggests the lack of publication bias (Figure 5).

Group by Study name Statistics for each study Correlation and 95% CI
Type of University
Lower Upper
Correlation limit limit Z-Value p-Value
private Barkhordari & Rostambeygi , 2013 -0.165 -0.363 0.047 -1.526 0.127
private Berenji , 2010 -0.079 -0.262 0.110 -0.819 0.413
private Ghaderi et al , 2013 0.278 0.171 0.379 4.945 0.000
private Hashemi et al, 2014 0.346 0.248 0.437 6.596 0.000
private Hossein Mardi & Hossein Mardi , 2015-0.041 -0.142 0.060 -0.792 0.428
private Namazi et al, 2015 -0.010 -0.156 0.136 -0.133 0.894
private Samari &Tahmasbi, 2007 0.190 0.005 0.363 2.008 0.045
private Zahed-Babelana & Moenikia, 2010 0.317 0.216 0.411 5.919 0.000
private 0.118 -0.024 0.255 1.625 0.104
state Adib-Hajbaghery et al, 2016 0.058 -0.089 0.203 0.773 0.440
state Chinipardaz et al , 2012 -0.116 -0.342 0.122 -0.954 0.340
state Dastjerdi, 2013 0.128 0.015 0.238 2.218 0.027
state Fallahzadeh , 2011 0.140 0.009 0.266 2.090 0.037
state Hassan Tehrani et al, 2012 0.350 0.172 0.506 3.727 0.000
state Izadi yazdan abadi et al, 2011 0.290 0.172 0.400 4.692 0.000
state Jafari & Ahmadzadeh ,2014 0.478 0.369 0.574 7.683 0.000
state Meshkat, 2011 0.161 0.018 0.298 2.203 0.028
state Radfar et al, 2013 0.305 0.152 0.444 3.819 0.000
state Raeisoon et al, 2014 -0.030 -0.226 0.168 -0.294 0.769
state Salehi et al , 2012 0.243 0.049 0.419 2.442 0.015
state Tafazoli et al, 2012 0.643 0.267 0.849 3.053 0.002
state Tamannaifar et al, 2010 -0.027 -0.125 0.071 -0.538 0.591
state Yavaiyan & EjaZ, 2008 -0.020 -0.134 0.094 -0.343 0.732
state Yeganeh et al , 2013 0.210 0.076 0.337 3.045 0.002
state 0.177 0.085 0.267 3.726 0.000
Overall 0.159 0.082 0.235 4.004 0.000
-1.00 -0.50 0.00 0.50 1.00

Favours A Favours B

Figure 4. Forest plot illustrating the correlation between emotional intelligence and academic achievement
in the two groups with and without control of mental health status

70 Acta facultatis medicae Naissensis 2017;34(1):65-76

Original article

Funnel Plot of Standard Error by Fisher's Z

0.0

0.1
Standard Error

0.2

0.3

0.4

-2.0 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0

Fisher's Z

Figure 5. Funnel plot of published bias in the correlation between emotional intelligence
and academic achievement

DISCUSSION emotional intelligence. This finding is in line with the

results of other research present (16, 26), whereas
The current meta-analysis is the first of its kind, Martins et al. (2010) in a meta-analysis study found
as a comprehensive quantitative review, on the cor- that the emotional intelligence in participants differed
relation between academic achievement and emo- based on their gender so much so that emotional
tional intelligence in the context of Iranian students. intelligence in females was higher than that of the
The findings illustrated a weak correlation males (44). Further, based on the same findings, no
between emotional intelligence and academic relationship was seen in the majority of the students
achievement (Pooled Correlation = 0.157; 95% CI, and their emotional intelligence. Some research
0.081-0.231). Undoubtedly, no studies on this matter evidence supports this matter (16).
could be found in the Iranian context to compare the One of the important findings of this research
findings of our research. However, it is said that the was that the university students were checked in
current education systems in Iranian universities terms of mental health status (as one of the inclusion
often lay emphasis on the students’ memorization and criteria). The ones who were controlled in this field
learning abilities whereas emotional intelligence puts and showing “no acute psychological problem” ge-
more emphasis on personal abilities and successful nerated more pooled results in the subgroup analysis
interpersonal relationships (25). compared to the ones whose mental health status was
In a meta-analysis study, Perera & DiGiacomo “Lack of control”.
(2013) also found a weak correlation between the Thus, we can conclude that as an important
qualities of emotional intelligence and the academic trial factor with regards to the relation between emo-
performance of the students (43). tional intelligence and academic achievement, i.e.
Based on the current findings, the studies mental health status check-ups for university students
entered into the meta-analysis were heterogeneous; has been overlooked by most researcher work. No
their heterogeneity stands at (I2=84%). The meta- evidence was found while reviewing literature to
regression analysis did not display a noteworthy compare with the present study. Therefore, this needs
relationship between the scope of the included studies more scrutiny and searching.
and covariates such as the sample size of studies and Furthermore, it was also found in the subgroup
publication year of articles on the summary effect. analysis that the students who were studying in state
In the present study, no notable correlation was universities had more pooled results compared to the
spotted between the age of the participants and ones studying in private ones. Therefore, we can sa-
fely say that since the emotional intelligence capa-

Acta facultatis medicae Naissensis 2017;34(1):65-76 71

Original article

bilities of individuals is to a great extent affected by me the lack of data that prevails on this topic.
environmental conditions, some of these differences
seen in them can be rooted in their personal traits and CONCLUSION
character, university entrance and admission conditi-
ons and the educational and evaluation system domi- In conclusion, the results of the meta-analysis
nant in these universities (25, 45). showed a weak correlation between emotional intel-
In general, the findings of current meta-analy- ligence and educational achievement in the context of
sis helps to further describe the relationship between Iranian university students. It seems that the rela-
emotional intelligence and academic achievement tionship of these concepts may be affected by other
within the context of Iranian students and to overco-
factors in this setting, so this calls for further studies
in this field.

References

1. Jamali M, Noroozi A, Tahmasebi R. Factors Process roles of structural strains, academic

Affecting Academic Self-Efficacy and Its competence, and general versus specific problem
Association with Academic Achievment among behavior. Journal of Counseling Psychology.
Students of Bushehr University Medical Sciences 2002;49:172.
2012-13. Iranian Journal of Medical Education. https://doi.org/10.1037/0022-0167.49.2.172
2013;13:629-41. (In persian)
6. Fleming CB, Haggerty KP, Catalano RF, Harachi
2. Colom R, Flores-Mendoza CE. Intelligence TW, Mazza JJ, Gruman DH. Do social and
predicts scholastic achievement irrespective of behavioral characteristics targeted by preventive
SES factors: Evidence from Brazil. Intelligence. interventions predict standardized test scores and
2007;35:243-51. grades? Journal of School Health. 2005;75:342-9.
https://doi.org/10.1016/j.intell.2006.07.008 https://doi.org/10.1111/j.1746-1561.2005.00048.x

3. Diniz A, Dias PM, Silva AL. Cognitive abilities, 7. Snyder F, Flay B, Vuchinich S, Acock A,
sociocultural background and academic Washburn I, Beets M, et al. Impact of a social-
achievement. Psicothema. 2011;23:695. http:// emotional and character development program
hdl.handle.net/10400.13/188 on school-level indicators of academic
http://repository.lib.eduhk.hk/jspui/handle/2260.2/11089
achievement, absenteeism, and disciplinary
outcomes: A matched-pair, cluster-randomized,
4. Phillipson S. Parental role in relation to students'
controlled trial. Journal of Research on
cognitive ability towards academic achievement
Educational Effectiveness. 2009;3:26-55.
in Hong Kong. The Asia-Pacific Education
https://doi.org/10.1080/19345740903353436
Researcher. 2010;19:229-50.
https://doi.org/10.3860/taper.v19i2.1594
8. Barchard KA. Does emotional intelligence assist in
the prediction of academic success? Educational
5. Newcomb MD, Abbott RD, Catalano RF,
and psychological measurement. 2003;63:840-58.
Hawkins JD, Battin-Pearson S, Hill K. Mediational
http://imsear.hellis.org/handle/123456789/150573
and deviance theories of late high school failure:

72 Acta facultatis medicae Naissensis 2017;34(1):65-76

 Hossein Ranjbar, Seyed Hossein Khademi, Hossein Namdar Areshtanab

https://doi.org/10.1177/0013164403251333 ment and Characteristics of Students of Kashan

University of Medical Sciences. Iranian Journal of
9. Salovey P, Mayer JD. Emotional intelligence. Medical Education. 2013;13:703-10.
Imagination, cognition and personality.
1990;9:185-211. 17. Namazi A, Alizadeh S, Kouchakzadeh-Talami S.
https://doi.org/10.2190/DUGG-P24E-52WK-6CDG The correlation between general health, emotional
intelligence and academic achievement together
10. Por J, Barriball L, Fitzpatrick J, Roberts J. on midwifery students. Journal of Clinical
Emotional intelligence: Its relationship to stress, Nursing and Midwifery. 2015;4:20-8. http://
coping, well-being and professional performance jcnm.skums.ac.ir/article-1-223-en.html
in nursing students. Nurse education today.
2011;31:855-60. 18. Raeisoon M, Mohammadi Y, Abdorazaghnejad
https://doi.org/10.1016/j.nedt.2010.12.023 M, Sharifzadeh G. An investigation of the
relationship between self-concept, self-esteem,
11. Ranjbar H. Emotional intelligence training: A and academic achievement of students in the
necessity for nursing education curriculum. Nurse nursing-midwifery faculty in Qaen during 2012-
Education Today. 2015;35:1053. 13 academic year. Modern Care Journal.
http://dx.doi.org/ 10.1016/j.nedt.2015.08.028 2014;11:236-42.
https://doi.org/10.1016/j.nedt.2015.08.028
19. Fathi-Azar E, Hosseinzadeh M, Rahmani F.
12. Fallahzadeh H. The Relationship between Relationship between emotional intelligence and
Emotional Intelligence and Academic academic achievement in Iranian university
Achievement in medical science students in Iran. students: A meta-analysis. Development Strate
Procedia-Social and Behavioral Sciences. gies in Medical Education. 2014;1:1-8.
2011;30:1461-6.
https://doi.org/10.1016/j.sbspro.2011.10.283 20. Von Elm E, Altman DG, Egger M, Pocock SJ,
Gøtzsche PC, Vandenbroucke JP, et al. The
13. Chew BH, Zain AM, Hassan F. Emotional Strengthening the Reporting of Observational
intelligence and academic performance in first Studies in Epidemiology (STROBE) Statement:
and final year medical students: a cross-sectional guidelines for reporting observational studies.
study. BMC medical education. 2013;13:1. International journal of surgery. 2014;12:1495-9.
https://doi.org/10.1186/1472-6920-13-44 https://doi.org/10.1016/j.ijsu.2014.07.013

14. Bigna JJR, Fonkoue L, Tchatcho MFF, Dongmo 21. Borenstein M, Hedges LV, Higgins JPT, Rothstein
CN, Soh DM, Um JLLN, et al. Association of HR. Front Matter. Introduction to Meta-Analysis:
academic performance of premedical students to John Wiley & Sons, Ltd; 2009. p. i-xxix.
satisfaction and engagement in a short training https://doi.org/10.1002/9780470743386.fmatter
program: a cross sectional study presenting
gender differences. BMC research notes. 22. Egger M, Smith GD, Schneider M, Minder C. Bias
2014;7:105. in meta-analysis detected by a simple, graphical
https://doi.org/10.1186/1756-0500-7-105 test. Bmj. 1997;315:629-34.
https://doi.org/10.1136/bmj.315.7109.629
15. Shah CJ, Sanisara M, Mehta HB, Vaghela HM. The
relationship between emotional intelligence and 23. Duval S, Tweedie R. A nonparametric "trim and
academic achievement in medical undergraduate. fill" method of accounting for publication bias in
Internaional Journal of Research in Medical meta-analysis. Journal of the American Statistical
Sciences. 2014;2:59-61. Association. 2000;95:89-98.
https://doi.org/10.5455/2320-6012.ijrms20140211 https://doi.org/10.1080/01621459.2000.10473905

16. Adib-Hajbaghery M, Lotfi MS. The Association of 24. Salehi S, Afghari P, Moghadasi MH. Academic
Emotional Intelligence with Academic Achieve- Achievement and Emotional Intelligence among

Acta facultatis medicae Naissensis 2017;34(1):65-76 73

Original article

Undergraduate Nursing Students of Isfahan Intelligence And Academic Achievement Of

University of Medical Sciences. Iranian Journal of Students In Jiroft Universities In 2013. Educational
Medical Education. 2012;12:629-37. (In persian) Development Of Jundishapur. 2014;5:137-47. (In
persian)
25. Tamannaifar M, Sedighi Arfai F, Salami
Mohammadabadi F. Correlation between emo 33. Dastjerdi NB. The Relationship between
tional intelligence, self-concept and self-esteem Emotional Intelligence and Academic Achieve
with academic achievement. Education Strategies ment of Students in Virtual Courses in Iran.
in Medical Sciences. 2010;3:121-6. (In persian) Journal of American Science. 2013;9:466-70.

26. 26. Barkhordari M, Rostambeygi P. Emotional 34. Meshkat M. The relationship between emotional
intelligence in nursing students. Journal of intelligence and academic success. Journal of
Advances in Medical Education & Profes Technology & Education. 2011;5:201-4.
sionalism. 2013;1:46-50.
35. Hashemi SA, Khezri H, Abbasi A, Hemmati A,
27. 27. Radfar S, Aghaie M, Motashaker-Arani M, Hashemi Z. Relationship between Emotional
Noohi S, Saburi A. Evaluation of Emotional Intelligence and Self-Efficacy with Academic
Intelligence and Its Relation to the Academic Performance of Students of Lamerd Islamic Azad
Achievement in Medical Students. Thrita. University in the Academic Year 2013.
2012;2:113-9. International Journal of Basic Sciences & Applied
https://doi.org/10.5812/thrita.8605 Research. 2014;3:261-5.

28. 28. Chinipardaz Z, Ghafourian Boroujerdni M, 36. Berenji S. The Relationship between Emotional
Pasalar P, Keshavarz A. Investigation of Intelligence and StudentsAcademic Achievements
Emotional Intelligence and Its Relationship with in General EFL Classes. The Journal of Applied
Academic Achievement in Medical Students of Linguistics. 2010;3:53-68.
Tehran University of Medical Sciences in 2008-
2009. Strides in Development of Medical 37. Hasan Tehrani T, Karami Kabir N, Sheraghi F.
Education. 2012;8:167-72. The Relationship between Emotional Intelligence,
Mental Health and Academic Achievement in
29. Jafari M, Ahmadzade F. Investigation of the Neyshabour Nursing Students. Scientific Journal
association between the components of emotional of Hamadan Nursing & Midwifery Faculty.
intelligence and academic achievement in 2012;20:35-45. (In persian)
students. Razi Journal of Medical Sciences.
2014;21:85-93. (In persian) 38. Yeganeh T, Soltani shal R, Kafee M,
Hosseinkhanzadeh AA. The Relationship between
30. Hossein Mardi AA, Hossein Mardi Z. Prediction Emotional Intelligence, Time Management and
of academic achievement based on emotional Quality of Life with Academic Achievement
intelligence and achievement motivation among among College Students. Journal of Rafsanjan
students of Islamic Azad University of Roudehen University of Medical Sciences. 2013;12:219-32. (In
branch in 2013. Pajouhan Scientific Journal.
persian)
2015;13:15-22. (In persian)
39. Zahed-Babelan A, Moenikia M. The role of
31. IzadiYazdanabadi A, Abolgasemi M,
emotional intelligence in predicting students'
MiaaliRostamiOmekolsom. The relationship
academic achievement in distance education
between emotional intelligence and academic
system. Procedia-Social and Behavioral Sciences.
achievement among students of A Military
2010;2:1158-63.
University. Journal of Military Psychology.
https://doi.org/10.1016/j.sbspro.2010.03.164
2011;2:17-27. (In persian)
40. Samari AA, Tahmasebi F. The study of correlation
32. Ghaderi M, Nasiri M, Aeine Heidari A, Pachang
between emotional intelligence and academic
M, Adarvishi S. Relationship Between Emotional
achievement among university students. Journal

74 Acta facultatis medicae Naissensis 2017;34(1):65-76

 Hossein Ranjbar, Seyed Hossein Khademi, Hossein Namdar Areshtanab

of Fundamentals of Mental Health. 2007;9:121-8. 43. Perera HN, DiGiacomo M. The relationship of
(In persian) trait emotional intelligence with academic
performance: A meta-analytic review. Learning
41. Yavarian R, Ejaz H. A Study Of Emotional and Individual Differences. 2013;28:20-33.
Intelligence In Medical Students Of Urmia https://doi.org/10.1016/j.lindif.2013.08.002
University Related To Some Individual Charac
teristics And Educational Achievements. Journal 44. Martins A, Ramalho N, Morin E. A
of Nursing and Midwifery Urmia University of comprehensive meta-analysis of the relationship
Medical Sciences. 2009;7:114-9. (In persian) between emotional intelligence and health. Perso-
nality and individual differences. 2010;49:554-64.
42. Tafazoli M, Hosseini S, Aghamohammadian https://doi.org/10.1016/j.paid.2010.05.029
Sharbaf H, Makarem A, Ebrahim Zadeh S. A
Study of relationship between emotional intel 45. Stratton TD, Saunders JA, Elam CL. Changes in
ligence and clinical performance in training field medical students' emotional intelligence: An
in Midwifery students of Nursing and Midwifery exploratory study. Teaching and learning in
School. Future of Medical Education Journal. medicine. 2008;20:279-84.
2012;2:13-8. https://doi.org/10.1080/10401330802199625

Acta facultatis medicae Naissensis 2017;34(1):65-76 75

Original article

Odnos između akademskih dostignuća i emocionalne inteligencije kod

iranskih studenata: meta-analiza

Hossein Ranjbar1, Seyed Hossein Khademi1, Hossein Namdar Areshtanab2

1Univerzitret medicinskih nauka Torbat Heydariyeh, Torbat Heydariyeh, Iran

2Univerzitret medicinskih nauka Tabriz, Tabriz, Iran

SAŽETAK

Akademsko dostignuće je jedno od najvažnijih koncepata na polju obrazovanja. Premda je

emocionalna inteligencija, kao ključan faktor akademskog dostignuća, bila predmet ispitivanja mnogih
studija, dobijeni rezultati nisu u međusobnom skladu i ovo je tema koja se i dalje ispituje. Kako bi se
popunio ovaj vakuum u informacijama, ova studija je urađena korišćenjem metode meta-analize.
Kako bi se uradilo detaljno ispitivanje radova objavljenih u Iranu, koristili smo ključne reči poput
“emocionalna inteligencija” (emocionalna ILI inteligencija), “akademsko dostignuće” ili “akademski status”,
“student” i “Iran”, bez ograničenja u datumu ili jeziku, i to na sledećim sajtovima: Medline, Scopus,
ScienceDirect, Web of Knowledge, Ovid, Wiley, Google Scholar, i iranske baze poput SID, Irandoc and
Magiran. Korišćen je model slučajnog efekta za objedinjavanje statističkih rezultata.
Za meta-analizu su odabrana 23 članka. Objedinjeni rezultati su pokazali jasan odnos između
emocionalne inteligencije i akademskog dostignuća (objedinjena korelacija = 0,157; 95% CI, 0,081 - 0,231).
Kohran Q (Q = 145 : 126, p = 0,000) i I2 = 84,84% indeks su ukazali na visok stepen heterogenosti među
radovima koji su obrađeni meta-analizom. U analizi podgrupa, kod studenata državnih univerziteta
zabeležen je bolji krajnji efekat (0,177; 95% CI, 0,085-0,267) u poređenju sa onima koji studiraju na privanim
fakultetima (0,118; 95% CI, 0,024 - 0,255). Nije bilo pristrasnosti u istraživanju.
Uočena je slaba korelacija između emocionalne inteligencije i akademskih dostignuća kod studenata
iranskih univerziteta. Izgleda da na odnos ovih koncepta mogu da utiču i drugi faktori u okruženju, a to
zahteva dalja istraživanja u ovoj oblasti.

Ključne reči: akademsko dostignuće, emocionalna inteligencija, akademski status, student

76 Acta facultatis medicae Naissensis 2017;34(1):65-76