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Relationship of Emotional Intelligence and Capability of Answering Higher-Order Knowledge Questions in Physiology among First-Year Medical Students

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Title: Relationship of Emotional Intelligence and Capability of Answering Higher-Order Knowledge Questions in Physiology among First-Year Medical Students
Language: English
Authors: Himel Mondal (ORCID 0000-0001-6950-5857), Shaikat Mondal, Amita Singh, Amita Kumari, Mohammed Jaffer Pinjar, Ayesha Juhi, Santanu Nath, Anup Kumar D. Dhanvijay, Anita Kumari, Pratima Gupta
Source: Advances in Physiology Education. 2024 48(2):407-413.
Availability: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Peer Reviewed: Y
Page Count: 7
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Emotional Intelligence, Scores, Questionnaires, Medical Students, Student Attitudes, Correlation, Multiple Choice Tests, Physiology, Undergraduate Students, Thinking Skills, Case Studies, Foreign Countries
Geographic Terms: India
DOI: 10.1152/advan.00258.2023
ISSN: 1043-4046
1522-1229
Abstract: Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson's correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14±1.87 yr were analyzed. Overall, students got a percentage of 53.37±14.07 in the examination, with 24.46±9.1 in HOQs and 28.91±6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58±46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r ¼ 0.29 (P ¼ 0.0037), with HOQs was r ¼ 0.41 (P < 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429042
Database: ERIC
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  Value: &lt;anid&gt;AN0177928161;apu01jun.24;2024Jun19.05:52;v2.2.500&lt;/anid&gt; &lt;title id=&quot;AN0177928161-1&quot;&gt;Relationship of emotional intelligence and capability of answering higher-order knowledge questions in physiology among first-year medical students&#160;&lt;/title&gt; &lt;p&gt;Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson&#39;s correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14 &#177; 1.87 yr were analyzed. Overall, students got a percentage of 53.37 &#177; 14.07 in the examination, with 24.46 &#177; 9.1 in HOQs and 28.91 &#177; 6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58 &#177; 46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r = 0.29 (P = 0.0037), with HOQs was r = 0.41 (P &amp;lt; 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects. NEW &amp;amp; NOTEWORTHY: This study assessed the correlation between emotional intelligence (EI) and the capability of medical students to answer higher-order knowledge questions (HOQs) in the specific context of physiology. The finding reveals one of the multifaceted dimensions of the relationship between EI and academic performance. This novel perspective opens the door to further investigations to explore the relationship in other subjects and other dimensions to understand why students with higher EI have higher academic performance.&lt;/p&gt; &lt;p&gt;Keywords: academic performance; comprehension; educational measurement; emotional intelligence; medical students&lt;/p&gt; &lt;p&gt;PHOTO (COLOR)&lt;/p&gt; &lt;hd id=&quot;AN0177928161-2&quot;&gt;INTRODUCTION&lt;/hd&gt; &lt;p&gt;Emotional intelligence (EI) encompasses a range of abilities to understand and manage emotions, both in oneself and in others ([&lt;reflink idref=&quot;bib1&quot; id=&quot;ref1&quot;&gt;1&lt;/reflink&gt;]). In the context of medical education, EI can significantly impact students&#39; interactions with patients and colleagues. In addition, it determines their ability to navigate and cope with stress and challenging situations ([&lt;reflink idref=&quot;bib2&quot; id=&quot;ref2&quot;&gt;2&lt;/reflink&gt;]). Studies have explored the relationship between EI and academic performance, consistently finding a positive correlation. However, the underlying reasons for this positive correlation remain largely hypothetical and warrant further exploration ([&lt;reflink idref=&quot;bib3&quot; id=&quot;ref3&quot;&gt;3&lt;/reflink&gt;]–[&lt;reflink idref=&quot;bib5&quot; id=&quot;ref4&quot;&gt;5&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;In students&#39; knowledge assessment, two types of questions are used: lower-order knowledge questions (LOQs) and higher-order knowledge questions (HOQs). LOQ tests the recall memory, and HOQ tests students&#39; cognitive ability where they need to synthesize their knowledge and provide comprehensive solutions that are drawn upon multiple concepts and principles ([&lt;reflink idref=&quot;bib6&quot; id=&quot;ref5&quot;&gt;6&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib7&quot; id=&quot;ref6&quot;&gt;7&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;Mondal and Mondal ([&lt;reflink idref=&quot;bib8&quot; id=&quot;ref7&quot;&gt;8&lt;/reflink&gt;]) reported that students with higher EI have higher capability to assess their classroom learning in a formative assessment and concluded that this may be the reason why emotionally intelligent students perform better academically, because of their capability to assess themselves better. However, other domains are yet to be explored. No prior research has specifically examined the relationship between EI and the capability to answer HOQs among medical students.&lt;/p&gt; &lt;p&gt;In this context, this study aimed to find whether there is any association between EI and the ability to answer HOQs in undergraduate medical students. By focusing on this specific attribute, the study aimed to explore whether students with higher levels of EI possess enhanced cognitive abilities to engage with and respond to HOQ.&lt;/p&gt; &lt;p&gt;By examining this relationship, the study would contribute to exploration of a domain of the multifaceted connections between EI and academic performance in medical students.&lt;/p&gt; &lt;hd id=&quot;AN0177928161-3&quot;&gt;METHODS&lt;/hd&gt; &lt;hd1 id=&quot;AN0177928161-4&quot;&gt;Type and Setting&lt;/hd1&gt; &lt;p&gt;This cross-sectional observational study was conducted at All India Institute of Medical Sciences, Deoghar, Jharkhand, situated in the eastern part of India. This institution is a newly established autonomous institution of national importance and does not have any ranking under the National Institutional Ranking Framework of the Government of India to date. The study was conducted in the Department of Physiology from June to September, 2023.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-5&quot;&gt;Sample and Size&lt;/hd1&gt; &lt;p&gt;First-year undergraduate medical students were recruited after obtaining written informed consent for participation. As there is no previous similar study in the literature, we arbitrarily assumed that the correlation between the score of EI and academic performance would be 0.5. With this assumption and alpha = 0.05 and beta = 0.05 (which means the power of the study is 95%), the minimum sample size was 46 ([&lt;reflink idref=&quot;bib9&quot; id=&quot;ref8&quot;&gt;9&lt;/reflink&gt;]). However, we aimed to recruit more students if we got a higher number of volunteers.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-6&quot;&gt;Emotional Intelligence Assessment&lt;/hd1&gt; &lt;p&gt;We used the Schutte Self-Report Emotional Intelligence Test (SSEIT) for assessing EI. This questionnaire was developed by Schutte et al. in 1998 and has been validated and used in the majority of studies. This questionnaire has 33 questions with 5-point Likert-type response options ranging from strongly disagree to strongly agree. There are a total of four identified domains: perception of emotion (&lt;emph&gt;n&lt;/emph&gt; = 11, highest score 55), managing own emotions (&lt;emph&gt;n&lt;/emph&gt; = 6, highest score 30), managing others&#39; emotions (&lt;emph&gt;n&lt;/emph&gt; = 5, highest score 25), and utilization of emotion (&lt;emph&gt;n&lt;/emph&gt; = 4, highest score 20), with a segment of uncategorized questions (&lt;emph&gt;n&lt;/emph&gt; = 7, highest score 35) to assess the EI ([&lt;reflink idref=&quot;bib10&quot; id=&quot;ref9&quot;&gt;10&lt;/reflink&gt;]). This questionnaire is free to use for research purposes, and it was previously used on Indian students ([&lt;reflink idref=&quot;bib11&quot; id=&quot;ref10&quot;&gt;11&lt;/reflink&gt;], [&lt;reflink idref=&quot;bib12&quot; id=&quot;ref11&quot;&gt;12&lt;/reflink&gt;]). Additionally, we have obtained permission from the author who developed the questionnaire.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-7&quot;&gt;Examination&lt;/hd1&gt; &lt;p&gt;We used a 30-item multiple-choice question (MCQ) test for quantifying academic performance. The question had 15 HOQs to test the power of synthesizing the knowledge and 15 LOQs to assess the recall memory ([&lt;reflink idref=&quot;bib13&quot; id=&quot;ref12&quot;&gt;13&lt;/reflink&gt;]–[&lt;reflink idref=&quot;bib15&quot; id=&quot;ref13&quot;&gt;15&lt;/reflink&gt;]). The test was designed to assess the knowledge and understanding of the first-year MBBS students about the sensory nervous system. The objective-type questions would provide the score of a student without any subjective assessment bias. The questions were prepared by three expert faculty members (with &amp;gt;5 yr of experience in setting questions for university examinations) and were moderated by two faculty members: one is a subject expert, and another is an assessment specialist. An example of a LOQ and a HOQ is shown in Fig. 1.&lt;/p&gt; &lt;p&gt;PHOTO (COLOR): Figure 1. Example of a lower-order and a higher-order knowledge question.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-8&quot;&gt;Data Collection&lt;/hd1&gt; &lt;p&gt;The study followed the ethical principles set by the World Medical Association Declaration of Helsinki, updated in 2013. The study was approved by the Institutional Ethics Committee Subcommittee (IND-2023-05). Students were recruited for this study after obtaining written informed consent. The SSEIT questionnaire was printed and distributed among the students, who were allowed a 30-min time for self-reporting of the EI. The examination was conducted for 60 min on a printed form with 30 randomly arranged questions, and there was no demarcation of LOQs and HOQs. The students in the examination and EI assessment were not equal in number: some were absent or excluded from the EI assessment, and some were absent in the MCQ examination. The numbers in each stage are shown in Fig. 2.&lt;/p&gt; &lt;p&gt;PHOTO (COLOR): Figure 2. Numbers of participants in the study. EI, emotional intelligence; MCQ, multiple-choice question.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-9&quot;&gt;Calculation and Statistical Analysis&lt;/hd1&gt; &lt;p&gt;The data are expressed as number, mean, standard deviation, and percentage. The examination score is expressed in total obtained marks in 30, score in HOQ in 15, and score in LOQ in 15. The percentage was calculated for overall questions (obtained score/30 &#215; 100), for HOQ (obtained score in HOQ/15 &#215; 100), and for LOQ (obtained score in LOQ/15 &#215; 100). The scores were compared between males and females by unpaired &lt;emph&gt;t&lt;/emph&gt; test. The score of students was compared between HOQ and LOQ by unpaired &lt;emph&gt;t&lt;/emph&gt; test, and effect size was calculated by Cohen&#39;s &lt;emph&gt;d&lt;/emph&gt;. The score in SSEIT was calculated in 33 questions and expressed in number and percentage. The domain-wise score was also obtained, and the percentage with respect to the highest achievable score was also calculated. For example, if the score of a student in managing own emotions (6 questions, highest achievable score 30) is &lt;emph&gt;X&lt;/emph&gt;, then the percentage is (&lt;emph&gt;X&lt;/emph&gt;/30 &#215; 100). The total EI scores were compared between males and females by unpaired &lt;emph&gt;t&lt;/emph&gt; test. The correlation between the EI score and overall MCQ score, score in HOQ, and score in LOQ was tested by the Pearson correlation coefficient. Along with it, the score of HOQ was also tested with a subdomain of EI. Post facto internal consistency of the questionnaire was tested by Cronbach&#39;s alpha. We used GraphPad Prism 9.5.0 (GraphPad Software Inc, United States) for statistical tests, and for the entire test the predetermined α (chances of type 1 error) was considered to be 0.05.&lt;/p&gt; &lt;hd id=&quot;AN0177928161-10&quot;&gt;RESULTS&lt;/hd&gt; &lt;p&gt;A total of 92 (59 males and 33 females) first-year medical students with a mean age of 20.14 &#177; 1.87 yr participated in the study. Overall, students had an average score of 16.01 &#177; 4.22 in a maximum achievable score of 30. The score in LOQ was higher (8.67 &#177; 1.97 vs. 7.34 &#177; 2.73, Cohen&#39;s &lt;emph&gt;d&lt;/emph&gt; = 0.56) than the score in HOQ. The scores in males and females are shown in Table 1. There was no difference between the scores of males and females.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-11&quot;&gt;Table 1. Raw score and percentage score in overall sample and in males and females&lt;/hd1&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;col align=&quot;left&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;2&quot; colspan=&quot;1&quot;&amp;gt;Question&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;Overall Sample (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 92)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;Males (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 59)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;Females (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 33)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;2&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;P&amp;lt;/italic&amp;gt;&amp;lt;sub&amp;gt;B-G&amp;lt;/sub&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Score&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Percentage&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Score&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Percentage&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Score&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Percentage&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Overall (max 30)&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;16.01 &amp;amp;#177; 4.22&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;53.37 &amp;amp;#177; 14.07&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;15.76 &amp;amp;#177; 4.17&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;52.54 &amp;amp;#177; 13.9&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;16.45 &amp;amp;#177; 4.34&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;54.85 &amp;amp;#177; 14.46&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.45&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Higher order (max 15)&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;7.34 &amp;amp;#177; 2.73&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;44.89 &amp;amp;#177; 7.24&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;7.14 &amp;amp;#177; 2.82&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;44.21 &amp;amp;#177; 7.6&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;7.7 &amp;amp;#177; 2.57&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;46.11 &amp;amp;#177; 6.47&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.35&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Lower order (max 15)&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;8.67 &amp;amp;#177; 1.97&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;55.11 &amp;amp;#177; 7.24&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;8.63 &amp;amp;#177; 1.9&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;55.79 &amp;amp;#177; 7.6&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;8.76 &amp;amp;#177; 2.12&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;53.89 &amp;amp;#177; 6.47&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.76&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Cohen&#39;s &amp;lt;italic&amp;gt;d&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.56&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;1.41&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.62&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;1.52&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.45&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;char&quot; char=&quot;.&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;1.2&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;P&amp;lt;/italic&amp;gt;&amp;lt;sub&amp;gt;H-L&amp;lt;/sub&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;&amp;amp;#60;0.0001&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;0.002&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;&amp;amp;#60;0.0001&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot; /&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;1 &lt;emph&gt;P&lt;/emph&gt;&lt;subs&gt;B-G&lt;/subs&gt;, &lt;emph&gt;P&lt;/emph&gt; value of unpaired &lt;emph&gt;t&lt;/emph&gt; test between males and females; &lt;emph&gt;P&lt;/emph&gt;&lt;subs&gt;H-L&lt;/subs&gt;, &lt;emph&gt;P&lt;/emph&gt; value of unpaired &lt;emph&gt;t&lt;/emph&gt; test between score of higher-order knowledge questions (HOQs) and lower-order knowledge questions (LOQs).&lt;/p&gt; &lt;p&gt;The average SSEIT score was 128.09 &#177; 9.77. This corresponds to ∼77.77 &#177; 6.43% of the highest achievable score. Domain-wise scores in the overall sample and in males and females are shown in Table 2. There was no difference in the EI of males and females. Interdomain difference was there, with the highest score in utilization of emotion (84.67 &#177; 9.25%) and lowest in managing others&#39; emotions (63.62 &#177; 7.63%).&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-12&quot;&gt;Table 2. Domain-wise score in overall sample and in males and females&lt;/hd1&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;col align=&quot;left&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;2&quot; colspan=&quot;1&quot;&amp;gt;Domain&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;Overall Sample (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 92)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;Males (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 59)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;Females (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 33)&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;2&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;P&amp;lt;/italic&amp;gt;&amp;lt;sub&amp;gt;B-G&amp;lt;/sub&amp;gt;&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Score&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Percentage&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Score&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Percentage&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Score&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Percentage&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Total (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 33, highest score 165)&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;128.09 &amp;amp;#177; 9.77&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;77.77 &amp;amp;#177; 6.43&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;127.85 &amp;amp;#177; 10&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;77.7 &amp;amp;#177; 6.84&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;128.52 &amp;amp;#177; 9.48&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;77.89 &amp;amp;#177; 5.75&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.76&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Perception of Emotion (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 11, highest score 55)&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;41.65 &amp;amp;#177; 3.83&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;75.73 &amp;amp;#177; 6.97&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;41.81 &amp;amp;#177; 4.2&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;76.02 &amp;amp;#177; 7.63&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;41.36 &amp;amp;#177; 3.12&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;75.21 &amp;amp;#177; 5.67&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.59&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Managing Own Emotions (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 6, highest score 30)&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;23.6 &amp;amp;#177; 5&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;78.66 &amp;amp;#177; 16.67&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;23.81 &amp;amp;#177; 5.93&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;79.38 &amp;amp;#177; 19.76&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;23.12 &amp;amp;#177; 2.68&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;77.37 &amp;amp;#177; 8.93&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.58&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Managing Others&#39; Emotions (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 5, highest score 25)&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;19.09 &amp;amp;#177; 2.29&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;63.62 &amp;amp;#177; 7.63&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;18.93 &amp;amp;#177; 2.42&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;63.11 &amp;amp;#177; 8.07&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;19.36 &amp;amp;#177; 2.04&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;64.55 &amp;amp;#177; 6.81&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.39&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Utilization of Emotion (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 4, highest score 20)&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;16.93 &amp;amp;#177; 1.85&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;84.67 &amp;amp;#177; 9.25&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;16.9 &amp;amp;#177; 1.88&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;84.49 &amp;amp;#177; 9.41&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;17 &amp;amp;#177; 1.82&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;85 &amp;amp;#177; 9.1&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.8&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Uncategorized (&amp;lt;italic&amp;gt;n&amp;lt;/italic&amp;gt; = 7, highest score 35)&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;27.27 &amp;amp;#177; 2.96&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;77.92 &amp;amp;#177; 8.46&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;27.01 &amp;amp;#177; 2.79&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;77.19 &amp;amp;#177; 8.59&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;27.73 &amp;amp;#177; 3.23&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;79.22 &amp;amp;#177; 9.24&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.27&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;2 &lt;emph&gt;P&lt;/emph&gt;&lt;subs&gt;B-G&lt;/subs&gt;, &lt;emph&gt;P&lt;/emph&gt; value of unpaired &lt;emph&gt;t&lt;/emph&gt; test between males and females.&lt;/p&gt; &lt;p&gt;The correlation coefficient between the total score in the examination and the SSEIT score was &lt;emph&gt;r&lt;/emph&gt; = 0.29 [95% confidence interval (95% CI): 0.09 to 0.48, &lt;emph&gt;P&lt;/emph&gt; = 0.0037]. The correlation of the HOQ score and SSEIT score was &lt;emph&gt;r&lt;/emph&gt; = 0.41 (95% CI: 0.22 to 0.57, &lt;emph&gt;P&lt;/emph&gt; &amp;lt; 0.0001). A scatterplot of the correlation is shown in Fig. 3. The correlation of the LOQ score and SSEIT score was &lt;emph&gt;r&lt;/emph&gt; = 0.14 (95% CI: −0.08 to 0.34, &lt;emph&gt;P&lt;/emph&gt; = 0.19).&lt;/p&gt; &lt;p&gt;PHOTO (COLOR): Figure 3. Scatterplot with trend line showing the correlation of score in higher-order knowledge questions (HOQs) and score in emotional intelligence (EI) obtained on Schutte Self-Report Emotional Intelligence Test.&lt;/p&gt; &lt;p&gt;Additionally, the correlation of the score of HOQ answers with subdomains of EI is shown in Table 3. Except for the utilization of the emotion domain, all showed a statistically significant positive correlation.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-13&quot;&gt;Table 3. Correlation of score of HOQ and subdomain score of emotional intelligence&lt;/hd1&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;col align=&quot;left&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot; /&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Perception of Emotion&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Managing Own Emotion&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Managing Others Emotion&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Utilization of Emotion&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Uncategorized&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;r&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.38&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.22&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.24&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.05&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.36&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;95% CI&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.19 to 0.55&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.01 to 0.41&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.03 to 0.43&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;-0.16 to 0.26&amp;lt;/td&amp;gt;&amp;lt;td align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.16 to 0.53&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;P&amp;lt;/italic&amp;gt; value&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.0002&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.03&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.02&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.62&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.0005&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;3 CI, confidence interval; &lt;emph&gt;r&lt;/emph&gt;, correlation coefficient.&lt;/p&gt; &lt;p&gt;In a post facto analysis of internal constancy, the Cronbach&#39;s alpha of SSEIT was 0.692 and Cronbach&#39;s alpha based on standardized items was 0.764. The reliability analysis statistical details are available in the appendix.&lt;/p&gt; &lt;hd id=&quot;AN0177928161-14&quot;&gt;DISCUSSION&lt;/hd&gt; &lt;p&gt;In this study, we found a positive correlation between the total examination score and EI. This finding is supported by previous studies conducted in different corners of the world and India that reported a positive correlation between EI and academic performance in medical and paramedical students ([&lt;reflink idref=&quot;bib16&quot; id=&quot;ref14&quot;&gt;16&lt;/reflink&gt;]–[&lt;reflink idref=&quot;bib19&quot; id=&quot;ref15&quot;&gt;19&lt;/reflink&gt;]). Students with higher EI tend to exhibit greater self-awareness, emotional regulation, and interpersonal skills, all of which contribute to improved academic performance ([&lt;reflink idref=&quot;bib20&quot; id=&quot;ref16&quot;&gt;20&lt;/reflink&gt;]). They are better equipped to handle stress, setbacks, and challenges, allowing them to maintain focus and motivation ([&lt;reflink idref=&quot;bib21&quot; id=&quot;ref17&quot;&gt;21&lt;/reflink&gt;]). Additionally, emotionally intelligent individuals tend to form healthier relationships with their peers, teachers, and mentors, which can lead to better collaboration, effective communication, and access to valuable support networks. This, in turn, positively impacts their learning experience and overall achievement ([&lt;reflink idref=&quot;bib22&quot; id=&quot;ref18&quot;&gt;22&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;In search of further insight, in this study we found that there was a positive correlation between EI and score in HOQ and there was no such correlation with LOQ. The HOQ typically demands critical thinking and a deeper understanding of the subject matter, often requiring students to draw connections between concepts or think creatively ([&lt;reflink idref=&quot;bib23&quot; id=&quot;ref19&quot;&gt;23&lt;/reflink&gt;]). The positive correlation between EI and HOQ scores suggests that students with higher EI are better equipped to manage the cognitive demands associated with these complex questions ([&lt;reflink idref=&quot;bib24&quot; id=&quot;ref20&quot;&gt;24&lt;/reflink&gt;]). In contrast, LOQs are often more factual and rely on basic recall and comprehension of information. Our finding on the absence of a significant correlation between EI and LOQ scores supports that whereas EI can positively impact higher-level cognitive tasks, its influence on more straightforward, knowledge-based assessments like LOQs may be less pronounced ([&lt;reflink idref=&quot;bib25&quot; id=&quot;ref21&quot;&gt;25&lt;/reflink&gt;]). A previous study by Mondal and Mondal ([&lt;reflink idref=&quot;bib8&quot; id=&quot;ref22&quot;&gt;8&lt;/reflink&gt;]) reported that EI is positively correlated with the capability of self-assessment of learning. Hence, two domains, namely, the capability of self-assessment and solving HOQs, have been established among other unexplored tenets of the relationship of EI and academic achievement.&lt;/p&gt; &lt;p&gt;We found that male and female first-year medical students do not have differences in EI. This result is supported by previous study findings from different geographic locations ([&lt;reflink idref=&quot;bib26&quot; id=&quot;ref23&quot;&gt;26&lt;/reflink&gt;]–[&lt;reflink idref=&quot;bib28&quot; id=&quot;ref24&quot;&gt;28&lt;/reflink&gt;]). It is essential to recognize that cognitive abilities and EI are not inherently gender dependent. Both males and females have the potential to excel in academic settings and develop EI to varying degrees, influenced by individual differences, experiences, and educational environments ([&lt;reflink idref=&quot;bib29&quot; id=&quot;ref25&quot;&gt;29&lt;/reflink&gt;]). In a study conducted in Iran, it was found that although there is no overall difference in EI between males and females, subdomains like self-awareness, interpersonal relationship, self-regard, and empathy are higher in females ([&lt;reflink idref=&quot;bib29&quot; id=&quot;ref26&quot;&gt;29&lt;/reflink&gt;]). Our study finding contradicts this, as we found no statistically significant difference in overall EI and subdomains of EI. Our study report is supported by a study by Altwijri et al. ([&lt;reflink idref=&quot;bib30&quot; id=&quot;ref27&quot;&gt;30&lt;/reflink&gt;]), who conducted a study on medical students in Saudi Arabia and found no overall SSEIT (58.2 &#177; 6 vs. 57.3 &#177; 9) and subdomain score difference between males and females. The reason for agreement or disagreement needs further exploration. However, geographical differences, stream of study, and the questionnaire itself may have influence ([&lt;reflink idref=&quot;bib31&quot; id=&quot;ref28&quot;&gt;31&lt;/reflink&gt;]–[&lt;reflink idref=&quot;bib33&quot; id=&quot;ref29&quot;&gt;33&lt;/reflink&gt;]). Moreover, educational systems have evolved to become more inclusive and equitable, diminishing historical gender disparities. Contemporary classrooms emphasize equal access to resources, opportunities, and support for both genders, contributing to more equitable academic performance. Similarly, societal changes in recent decades have encouraged the development of EI in children of all genders ([&lt;reflink idref=&quot;bib34&quot; id=&quot;ref30&quot;&gt;34&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;The post facto calculation of Cronbach&#39;s alpha indicates acceptable internal consistency for the reliability of the questionnaire used in our study. This suggests that the items in the questionnaire are well related and consistently measure the same underlying construct. Other researchers on the assessment of EI in Indian medical students can decide to use the SSEIT for their studies according to the analysis statistics of the questionnaire presented in the appendix.&lt;/p&gt; &lt;p&gt;The implications of this study are significant for both academia and practical applications. The positive correlation between EI and performance on HOQ underscores the importance of nurturing EI in educational settings. Educators and institutions may consider incorporating EI training programs into curricula to enhance students&#39; cognitive and emotional skills, ultimately improving their ability to tackle complex and critical thinking tasks ([&lt;reflink idref=&quot;bib35&quot; id=&quot;ref31&quot;&gt;35&lt;/reflink&gt;]).&lt;/p&gt; &lt;p&gt;This study has several limitations that warrant consideration. Its exclusive focus on a single examination in one specific educational institution restricts the generalizability of the findings to a more diverse student population and various academic environments. Additionally, confining the analysis to a single year of students may overlook potential longitudinal effects or variations across different academic levels. The correlation coefficient between EI and the capability of answering HOQs of &lt;emph&gt;r&lt;/emph&gt; = 0.41 yields a coefficient of determination of &lt;emph&gt;r&lt;/emph&gt;&lt;sups&gt;2&lt;/sups&gt; = 0.168. This indicates that ∼17% of the variation in one variable (e.g., EI) is accounted for by the variation in another variable (e.g., score in HOQs) ([&lt;reflink idref=&quot;bib36&quot; id=&quot;ref32&quot;&gt;36&lt;/reflink&gt;]). Moreover, a correlation does not indicate a causal relationship. The use of self-reported EI as the sole measure of this construct presents a limitation, as self-report measures can be subject to biases. In addition, intelligence quotient may be a common factor that correlates with both EI and academic performance that we did not explore. Furthermore, the study&#39;s reliance on multiple-choice questions (MCQs) as the exclusive assessment method may not fully reflect the diverse range of cognitive skills required in academic settings, potentially missing other facets. In light of these limitations, it is crucial to interpret the study&#39;s findings with caution and acknowledge the need for future research that addresses these constraints to offer a more comprehensive understanding of this complex relationship.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-15&quot;&gt;Conclusions&lt;/hd1&gt; &lt;p&gt;This study revealed significant differences in performance between high-order and low-order questions, highlighting the higher capacity of students in answering LOQs. First-year medical students exhibited a reasonable level of EI. A significant positive correlation between overall examination scores and EI supports the notion of EI determining the academic performance of students. A stronger correlation between HOQ and EI scores establishes that the reason for higher academic performance may be a higher capability of solving complex medical questions rather than recall memory. These findings underscore the value of promoting EI in education and its potential to enhance the capability to solve complex medical questions.&lt;/p&gt; &lt;hd id=&quot;AN0177928161-16&quot;&gt;DATA AVAILABILITY&lt;/hd&gt; &lt;p&gt;Data will be made available upon reasonable request. The question paper used in this study can obtained for academic purposes from the corresponding author (himelmkcg@gmail.com).&lt;/p&gt; &lt;hd id=&quot;AN0177928161-17&quot;&gt;DISCLOSURES&lt;/hd&gt; &lt;p&gt;No conflicts of interest, financial or otherwise, are declared by the authors.&lt;/p&gt; &lt;hd id=&quot;AN0177928161-18&quot;&gt;AUTHOR CONTRIBUTIONS&lt;/hd&gt; &lt;p&gt;H.M., S.M., A.S., Amita Kumari, M.J.P., A.J., S.N., A.K.D.D., Anita Kumari, and P.G., conceived and designed research; H.M., A.S., Amita Kumari, M.J.P., A.J., S.N., A.K.D.D., Anita Kumari, and P.G. performed experiments; H.M., S.M., and S.N. analyzed data; H.M., S.M., A.S., Amita Kumari, M.J.P., A.J., S.N., A.K.D.D., Anita Kumari, and P.G. interpreted results of experiments; H.M. and A.S. prepared figures; H.M. and S.M. drafted manuscript; H.M., S.M., A.S., Amita Kumari, M.J.P., A.J., S.N., A.K.D.D., Anita Kumari, and P.G. edited and revised manuscript; H.M., S.M., A.S., Amita Kumari, M.J.P., A.J., S.N., A.K.D.D., Anita Kumari, and P.G. approved final version of manuscript.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-19&quot;&gt;APPENDIX&lt;/hd1&gt; &lt;p&gt;Reliability analysis of the Schutte Self-Report Emotional Intelligence Test (SSEIT) in first-year undergraduate medical student in an Indian medical college is presented in the tables below for summary statistics (Table A1), item-wise statistics (Table A2), and intraclass correlation coefficient (Table A3).&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-20&quot;&gt;Table A1. Summary item statistics&lt;/hd1&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;col align=&quot;left&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot; /&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Mean&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Minimum&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Maximum&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Range&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Maximum /Minimum&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Variance&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;No. of items&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Item means&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;3.879&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;2.953&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;4.486&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;1.533&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;1.519&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.160&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;33&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Item variances&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;1.146&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.477&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;13.252&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;12.775&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;27.793&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;4.754&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;33&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Interitem covariances&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.073&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;amp;#8722;1.150&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.768&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;1.918&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;amp;#8722;0.668&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.016&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;33&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Interitem correlations&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.089&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;amp;#8722;0.409&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.468&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.877&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;amp;#8722;1.145&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.014&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;33&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-21&quot;&gt;Table A2. Item-wise statistics&lt;/hd1&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;col align=&quot;left&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Item Number&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Scale Mean If Item Deleted&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Scale Variance If Item Deleted&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Corrected Item-Total Correlation&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Squared Multiple Correlation&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Cronbach&#39;s Alpha If Item Deleted&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 1&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.7850&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;110.944&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.167&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.386&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.688&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 2&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.8972&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;110.621&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.242&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.523&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.685&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 3&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.9907&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;109.670&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.267&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.384&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.683&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 4&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.5607&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;112.796&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.043&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.341&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.698&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 5&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.7850&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;112.208&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.082&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.472&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.694&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 6&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.6355&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;114.856&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;amp;#8722;0.023&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.518&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.698&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 7&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.0561&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;109.619&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.272&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.403&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.683&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 8&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.7570&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;111.431&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.166&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.359&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.688&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 9&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.7850&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;109.378&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.329&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.462&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.681&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 10&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.9813&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;110.792&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.183&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.451&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.687&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 11&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;125.0654&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;109.816&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.177&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.438&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.688&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 12&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.5421&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;107.873&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.335&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.485&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.678&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 13&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.4112&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;108.603&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.290&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.482&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.681&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 14&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.8224&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;110.166&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.257&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.467&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.684&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 15&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.1682&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;107.141&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.434&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.527&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.674&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 16&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.0841&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;108.568&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.363&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.374&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.678&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 17&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.5327&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;109.383&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.337&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.372&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.680&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 18&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.9346&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;108.967&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.326&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.430&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.680&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 19&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.4019&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;108.752&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.319&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.419&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.680&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 20&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.7290&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;110.350&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.221&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.443&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.685&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 21&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.4206&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;109.869&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.196&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.343&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.687&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 22&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.1589&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;110.437&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.240&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.478&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.685&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 23&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.5327&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;89.515&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.179&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.483&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.749&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 24&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.7944&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;112.580&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.084&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.378&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.693&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 25&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.3925&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;108.561&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.306&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.610&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.680&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 26&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.5140&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;110.082&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.216&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.314&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.685&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 27&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.3738&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;109.482&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.261&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.521&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.683&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 28&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.9159&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;107.644&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.355&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.512&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.677&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 29&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.6075&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;108.354&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.320&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.398&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.679&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 30&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.8505&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;111.072&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.193&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.402&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.687&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 31&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;123.9533&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;108.592&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.417&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.431&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.677&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 32&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.1869&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;108.285&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.342&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.538&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.679&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;Item 33&amp;lt;/italic&amp;gt;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;124.9720&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;108.744&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.272&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.537&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.682&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-22&quot;&gt;Table A3. Intraclass correlation coefficient&lt;/hd1&gt; &lt;p&gt; &lt;ephtml&gt; &amp;lt;table&amp;gt;&amp;lt;col align=&quot;left&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;col align=&quot;char&quot; span=&quot;1&quot; /&amp;gt;&amp;lt;thead&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;2&quot; colspan=&quot;1&quot;&amp;gt;Measure&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;2&quot; colspan=&quot;1&quot;&amp;gt;Intraclass Correlation&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; colspan=&quot;2&quot; rowspan=&quot;1&quot;&amp;gt;95% Confidence Interval&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; colspan=&quot;4&quot; rowspan=&quot;1&quot;&amp;gt;&amp;lt;italic&amp;gt;F&amp;lt;/italic&amp;gt; Test with True Value 0&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Lower Bound&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Upper Bound&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Value&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;df1&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;df2&amp;lt;/th&amp;gt;&amp;lt;th align=&quot;center&quot; rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Significance&amp;lt;/th&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/thead&amp;gt;&amp;lt;tbody&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Single measures&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.064*&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.044&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.092&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;3.250&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;106&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;3392&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;tr&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;Average measures&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.692&amp;amp;#8224;&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.602&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.770&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;3.250&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;106&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;3392&amp;lt;/td&amp;gt;&amp;lt;td rowspan=&quot;1&quot; colspan=&quot;1&quot;&amp;gt;0.000&amp;lt;/td&amp;gt;&amp;lt;/tr&amp;gt;&amp;lt;/tbody&amp;gt;&amp;lt;/table&amp;gt; &lt;/ephtml&gt; &lt;/p&gt; &lt;p&gt;4 *The estimator is the same whether the interaction effect is present or not. †This estimate is computed assuming the interaction effect is absent, because it is not estimable otherwise.&lt;/p&gt; &lt;hd1 id=&quot;AN0177928161-23&quot;&gt;ACKNOWLEDGMENTS&lt;/hd1&gt; &lt;p&gt;We thank the developer of the questionnaire for providing approval for using it in this study. 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Dhanvijay; Anita Kumari and Pratima Gupta&lt;/p&gt; &lt;p&gt;Reported by Author; Author; Author; Author; Author; Author; Author; Author; Author; Author&lt;/p&gt; &lt;/aug&gt; &lt;nolink nlid=&quot;nl1&quot; bibid=&quot;bib10&quot; firstref=&quot;ref9&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl2&quot; bibid=&quot;bib11&quot; firstref=&quot;ref10&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl3&quot; bibid=&quot;bib12&quot; firstref=&quot;ref11&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl4&quot; bibid=&quot;bib13&quot; firstref=&quot;ref12&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl5&quot; bibid=&quot;bib15&quot; firstref=&quot;ref13&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl6&quot; bibid=&quot;bib16&quot; firstref=&quot;ref14&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl7&quot; bibid=&quot;bib19&quot; firstref=&quot;ref15&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl8&quot; bibid=&quot;bib20&quot; firstref=&quot;ref16&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl9&quot; bibid=&quot;bib21&quot; firstref=&quot;ref17&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl10&quot; bibid=&quot;bib22&quot; firstref=&quot;ref18&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl11&quot; bibid=&quot;bib23&quot; firstref=&quot;ref19&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl12&quot; bibid=&quot;bib24&quot; firstref=&quot;ref20&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl13&quot; bibid=&quot;bib25&quot; firstref=&quot;ref21&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl14&quot; bibid=&quot;bib26&quot; firstref=&quot;ref23&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl15&quot; bibid=&quot;bib28&quot; firstref=&quot;ref24&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl16&quot; bibid=&quot;bib29&quot; firstref=&quot;ref25&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl17&quot; bibid=&quot;bib30&quot; firstref=&quot;ref27&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl18&quot; bibid=&quot;bib31&quot; firstref=&quot;ref28&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl19&quot; bibid=&quot;bib33&quot; firstref=&quot;ref29&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl20&quot; bibid=&quot;bib34&quot; firstref=&quot;ref30&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl21&quot; bibid=&quot;bib35&quot; firstref=&quot;ref31&quot;&gt;&lt;/nolink&gt; &lt;nolink nlid=&quot;nl22&quot; bibid=&quot;bib36&quot; firstref=&quot;ref32&quot;&gt;&lt;/nolink&gt;
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  Data: Relationship of Emotional Intelligence and Capability of Answering Higher-Order Knowledge Questions in Physiology among First-Year Medical Students
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  Label: Authors
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Himel+Mondal%22&quot;&gt;Himel Mondal&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-6950-5857&quot;&gt;0000-0001-6950-5857&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Shaikat+Mondal%22&quot;&gt;Shaikat Mondal&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Amita+Singh%22&quot;&gt;Amita Singh&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Amita+Kumari%22&quot;&gt;Amita Kumari&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Mohammed+Jaffer+Pinjar%22&quot;&gt;Mohammed Jaffer Pinjar&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Ayesha+Juhi%22&quot;&gt;Ayesha Juhi&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Santanu+Nath%22&quot;&gt;Santanu Nath&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Anup+Kumar+D%2E+Dhanvijay%22&quot;&gt;Anup Kumar D. Dhanvijay&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Anita+Kumari%22&quot;&gt;Anita Kumari&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Pratima+Gupta%22&quot;&gt;Pratima Gupta&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Advances+in+Physiology+Education%22&quot;&gt;&lt;i&gt;Advances in Physiology Education&lt;/i&gt;&lt;/searchLink&gt;. 2024 48(2):407-413.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 7
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Higher+Education%22&quot;&gt;Higher Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Postsecondary+Education%22&quot;&gt;Postsecondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Emotional+Intelligence%22&quot;&gt;Emotional Intelligence&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Scores%22&quot;&gt;Scores&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Questionnaires%22&quot;&gt;Questionnaires&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Medical+Students%22&quot;&gt;Medical Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Attitudes%22&quot;&gt;Student Attitudes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Correlation%22&quot;&gt;Correlation&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Multiple+Choice+Tests%22&quot;&gt;Multiple Choice Tests&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Physiology%22&quot;&gt;Physiology&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Undergraduate+Students%22&quot;&gt;Undergraduate Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Thinking+Skills%22&quot;&gt;Thinking Skills&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Case+Studies%22&quot;&gt;Case Studies&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22India%22&quot;&gt;India&lt;/searchLink&gt;
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1152/advan.00258.2023
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1043-4046&lt;br /&gt;1522-1229
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Emotional intelligence (EI) has a positive correlation with the academic performance of medical students. However, why there is a positive correlation needs further exploration. We hypothesized that the capability of answering higher-order knowledge questions (HOQs) is higher in students with higher EI. Hence, we assessed the correlation between EI and the capability of medical students to answer HOQs in physiology. First-year undergraduate medical students (n = 124) from an Indian medical college were recruited as a convenient sample. EI was assessed by the Schutte Self-Report Emotional Intelligence Test (SSEIT), a 33-item self-administered validated questionnaire. A specially designed objective examination with 15 lower-order and 15 higher-order multiple-choice questions was conducted. The correlation between the examination score and the EI score was tested by Pearson&#39;s correlation coefficient. Data from 92 students (33 females and 59 males) with a mean age of 20.14&#177;1.87 yr were analyzed. Overall, students got a percentage of 53.37&#177;14.07 in the examination, with 24.46&#177;9.1 in HOQs and 28.91&#177;6.58 in lower-order knowledge questions (LOQs). They had a mean score of 109.58&#177;46.2 in SSEIT. The correlation coefficient of SSEIT score with total marks was r &#188; 0.29 (P &#188; 0.0037), with HOQs was r &#188; 0.41 (P &lt; 0.0001), and with LOQs was r = 0.14 (P = 0.19). Hence, there is a positive correlation between EI and the capability of medical students to answer HOQs in physiology. This study may be the foundation for further exploration of the capability of answering HOQs in other subjects.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1429042
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1429042
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1152/advan.00258.2023
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 407
    Subjects:
      – SubjectFull: Emotional Intelligence
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Medical Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Physiology
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: India
        Type: general
    Titles:
      – TitleFull: Relationship of Emotional Intelligence and Capability of Answering Higher-Order Knowledge Questions in Physiology among First-Year Medical Students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Himel Mondal
      – PersonEntity:
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            NameFull: Shaikat Mondal
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            NameFull: Amita Singh
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            NameFull: Amita Kumari
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            NameFull: Mohammed Jaffer Pinjar
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            NameFull: Ayesha Juhi
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            NameFull: Santanu Nath
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            NameFull: Anup Kumar D. Dhanvijay
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            NameFull: Anita Kumari
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            NameFull: Pratima Gupta
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          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 1043-4046
            – Type: issn-electronic
              Value: 1522-1229
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 2
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            – TitleFull: Advances in Physiology Education
              Type: main
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