In an illuminating study that is set to make waves in the academic community, researchers L. Jayangi, U.D. Ganegoda, and T.D. Amarasekara have delved into the intricate interplay between emotional intelligence and academic self-efficacy among allied health undergraduates in Sri Lanka. This extensive cross-sectional study provides vital insights into the factors that affect the learning and performance of students in one of the most critical fields of education—healthcare. According to the World Health Organization, effective healthcare delivery depends significantly on the capabilities and well-being of those who provide the services, making this research particularly relevant and timely.
The significance of emotional intelligence has often been overlooked in academic settings, where raw intellectual ability is frequently placed on a pedestal. However, this study challenges traditional notions by highlighting how emotional intelligence—the ability to recognize, understand, and manage our own emotions and the emotions of others—plays a crucial role in shaping a student’s confidence in their academic abilities. Emotional intelligence is increasingly recognized as a vital predictor of success, not only in educational contexts but also in professional spheres. With the growing emphasis on holistic education that nurtures soft skills alongside technical know-how, this research is particularly pertinent.
Employing a robust methodology, the researchers conducted surveys among allied health students across various institutions in Sri Lanka, measuring their levels of emotional intelligence and self-efficacy. By utilizing standardized instruments, the study guaranteed reliable and valid results. The team meticulously stratified the sample to ensure a representative demographic, taking into account factors such as age, gender, and socio-economic backgrounds. This level of detail in methodological rigor enhances the credibility of the study, making its findings even more compelling for educators and policymakers alike.
The initial findings demonstrate a significant correlation between emotional intelligence and academic self-efficacy. Students who exhibited higher emotional intelligence scored notably better in self-evaluation of their academic capabilities. This suggests that those who are attuned to their emotional states and can effectively manage their feelings tend to have more confidence in their academic pursuits. Such knowledge could catalyze curricular changes that promote emotional learning alongside technical training in health programs.
Moreover, the implications of this research extend beyond mere academic performance. Emotional intelligence has been linked with better interpersonal skills, which are essential in healthcare environments where professionals must navigate complex emotional landscapes daily. Effective communication, empathy, and resilience in high-pressure situations all hinge on emotional intelligence. Therefore, nurturing these attributes in students not only prepares them for academic success but also for their future roles in healthcare settings.
Additionally, the study underscores the necessity for educational institutions to integrate emotional intelligence training into their programs. By adopting holistic educational frameworks that cultivate both emotional and academic competencies, institutions can significantly enhance the learning experiences of their students. This approach promotes not just scholarly success but the development of well-rounded health professionals who are equipped to meet the demands of the modern healthcare landscape.
The findings call attention to the urgent need for faculty development initiatives aimed at enhancing the emotional intelligence of educators themselves. Teachers with high emotional intelligence are better equipped to create supportive and nurturing learning environments. By modeling emotionally intelligent behaviors, educators can inspire their students to develop their own capacities for emotional awareness and resilience. This study advocates for professional development workshops focused on emotional intelligence as a means to elevate the entire educational ecosystem.
Interestingly, the research also highlights disparities in emotional intelligence among students from diverse backgrounds. Students from lower socio-economic statuses exhibited lower levels of emotional intelligence and, consequently, lower academic self-efficacy. This revelation illuminates the interconnected nature of socio-economic factors and emotional well-being, suggesting that socio-economic support structures within educational institutions could play a critical role in leveling the playing field. Tailored interventions aimed at these vulnerable groups could be necessary for fostering an equitable learning environment where all students have the support they need to thrive.
The potential benefits of fostering emotional intelligence in health education extend to patient care as well. Graduates equipped with high emotional intelligence are likely to be more empathetic and effective communicators, qualities essential for successful patient interactions. This could lead to improved patient satisfaction and better health outcomes, reinforcing the need for educational reforms that incorporate emotional intelligence training into healthcare curricula.
In exploring the broader implications of these findings, the researchers advocate for policies that support emotional intelligence development at multiple levels of education. They highlight how systemic changes in educational policy can promote emotionally intelligent practices that resonate beyond the classroom. Collaboration between educational stakeholders—government agencies, academic institutions, and mental health professionals—could lead to integrated frameworks that yield long-lasting benefits for students and the communities they serve.
As the world continues to grapple with various health crises, including mental health issues exacerbated by the pandemic, the importance of preparing emotionally intelligent healthcare professionals has never been more critical. This research reveals that investing in emotional intelligence education is an investment in the future of healthcare. By fostering resilience, empathy, and strong interpersonal skills among students, we can cultivate a generation of healthcare providers equipped to navigate complex challenges both in their professional and personal lives.
In summary, the study by Jayangi, Ganegoda, and Amarasekara provides comprehensive insights into the vital role of emotional intelligence in shaping academic self-efficacy among allied health undergraduates in Sri Lanka. It emerges as a clarion call for educational reform that prioritizes emotional learning as a pillar of academic success. As we move forward, the evidence gathered from this research could serve as a foundational element in redefining educational practices and policies across the globe, ensuring that the healthcare professionals of tomorrow are not only skilled but also emotionally attuned.
As this study piques the curiosity of the academic and healthcare communities, its revelations could inspire further research into the specific training interventions that can effectively enhance emotional intelligence among students. The potential ripple effects of this work could significantly transform health education curricula worldwide, paving the way for a new era of emotionally aware and skilled health professionals—a change that the world critically needs.
Subject of Research: Emotional intelligence and academic self-efficacy among allied health undergraduates in Sri Lanka.
Article Title: Emotional intelligence and academic self-efficacy among allied health undergraduates in Sri Lanka: a cross-sectional study.
Article References:
Jayangi, L., Ganegoda, U.D. & Amarasekara, T.D. Emotional intelligence and academic self-efficacy among allied health undergraduates in Sri Lanka: a cross-sectional study.BMC Med Educ (2026). https://doi.org/10.1186/s12909-025-08526-4
Image Credits: AI Generated
DOI: 10.1186/s12909-025-08526-4
Keywords: emotional intelligence, academic self-efficacy, allied health, undergraduate education, healthcare professionals, Sri Lanka, educational reform, student success.
