ACADEMIC STRESS, EMOTIONAL INTELLIGENCE AND SELF-ESTEEM, IN MEDICAL STUDENTS OF SECOND AND THIRD YEAR

Present cross sectional study was conducted to identify the relationship among academic stress, emotional intelligence and self-esteem, in medical students of second and third year. A total of N= 206 participants (male &female) from the age range of 17 to 25 years (M=20.79, SD=1.25.) were included by using purposive sampling technique in this study. Stress overload scale SOS-S (2016), Wong and Law, Emotional Intelligence Scale WEIS (2004) and Rosenberg's Self-esteem Scale RSES (1965) were used to assess academic stress, emotional intelligence and self-esteem. Reliability of scales was .84, .85 and .78 respectively, Results indicated a strong positive correlation between emotional intelligence and self-esteem (r=.41) and a strong negative correlation between emotional intelligence and academic stress (r=-.36). A significant regression model was found. Academic stress and emotional intelligence, emerged as predictors of self-esteem. The overall model indicated 30% of the variation in medical students. It was concluded that self-esteem has a significant positive correlation with emotional intelligence and negative correlation with academic stress. No significant differences were found regarding academic stress, emotional intelligence and self-esteem in medical students. Whereas, differences regarding 2nd year and 3rd year of education were found regarding academic stress, emotional intelligence and self-esteem of medical students. Therefore, it is recommended to teach emotional intelligence skills and design stress management trainings for students to improve their academic performance