Investigating the Relationship Between Emotional Intelligence and Self-Directed Learning of Clinical Medical Students: A Cross-Sectional Study

Document Type : Original Article

Authors

1 Pregnancy Health Research Center, Zahedan University of Medical Sciences, Zahedan, Iran.

2 Department of Community Medicine, School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran.

3 School of Medicine, Zahedan University of Medical Sciences, Zahedan, Iran.

4 Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran.

10.34172/jhad.1147

Abstract

Introduction: Self-directed learning is a core competency in medical education, enabling learners to regulate their own learning and adapt to rapidly changing clinical environments. Emotional intelligence, defined as the capacity to recognize, understand, and manage emotions, has been proposed as a potential predictor of autonomous learning behaviors. This study examined the relationship between emotional intelligence and self-directed learning among clinical medical students.
Methods: A descriptive-analytical cross-sectional study was conducted among 209 clinical medical students during the 2021–2022 academic year. Data were collected using a three-part instrument consisting of demographic information, the Goleman Emotional Intelligence Questionnaire, and the Fisher Self-Directed Learning Questionnaire. Descriptive statistics, independent t-tests, and one-way ANOVA were used for data analysis.
Results: No significant differences were observed in overall emotional intelligence or self-directed learning according to gender, educational level, or nativity (P > 0.05). However, male students scored significantly higher in the self-motivation dimension of emotional intelligence (P = 0.04), while married students demonstrated significantly higher self-regulation (P < 0.001) and total emotional intelligence scores (P = 0.04) than single students. No significant correlation was found between emotional intelligence and self-directed learning (r = 0.004, P = 0.96).
Conclusion: The findings suggest that no significant relationship exists between emotional intelligence and self-directed learning among clinical medical students. Although selected emotional intelligence dimensions varied according to gender and marital status, emotional intelligence was not significantly associated with self-directed learning. Future longitudinal and multi-center studies are recommended to further explore the relationship between these constructs in medical education.

Keywords

References

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Health and Development Journal
Volume 15
Pages 1-6

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History

  • Receive Date: 19 June 2024
  • Revise Date: 11 August 2026
  • Accept Date: 05 September 2026

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