Feedback-Seeking Behavior and Its Synergistic Association With Emotional Intelligence: A Study Among Undergraduate Students at a College in Chennai, India

TL;DR

This study explores how emotional intelligence and feedback-seeking behavior are linked among medical students in Chennai, India.

Contribution

It identifies demographic factors influencing emotional intelligence and feedback-seeking behavior in a specific student population.

Findings

Females showed better relationship management skills than males.

Day-scholars had better emotional management skills than hostelites.

Stronger relationship management was linked to higher motivation to seek feedback.

Abstract

Background

Emotional intelligence (EI) is the capacity of an individual to comprehend and react to their own and others’ emotions, utilizing this understanding to shape their thoughts and actions. There has been a growing interest in the significance of EI in the realm of effective clinical practice.

Objectives

This study aimed to assess EI and feedback-seeking behavior among medical students at a college in Chennai, India, and to identify the demographic factors influencing these constructs.

Methodology

This cross-sectional study was conducted among 159 undergraduate medical students from November 2022 to January 2023. Data was collected using a pretested, structured questionnaire that included sections on socio-demographic details, the Quick Emotional Intelligence Self-Assessment Test, and feedback-seeking behavior. Statistical analysis was performed using IBM SPSS Statistics, version 21.0 (IBM Corp., Armonk, NY).

Results

EI scores ranged from 57 to 160, with a mean of 108.69 ± 18.35. Out of 159 students, 109 (68.6%) had a satisfactory EI score (25-34) and 40 (25.2%) had a good EI score (35-40). Relationship management was significantly better among females compared to males. Day-scholars exhibited significantly better emotional management skills than hostelites. Students with effective relationship management and social-emotional awareness acknowledged that feedback was a key support for learning. Furthermore, stronger relationship management was associated with increased motivation to receive feedback and a stronger desire to seek it.

Conclusions

One in four students scored below 24, indicating a potential area for enrichment in EI, thus demanding attention and development in this area.

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