Emotional intelligence and perceived stress.

Many studies have reported that high levels of stress and psychological morbidity occur in students in the health care profession. Stress has been defined as the strain that accompanies a demand perceived to be either challenging (positive) or threatening (negative) and, depending on the appraisal, may be either adaptive or debilitating. The aim of the present survey was to gain some understanding of the explanatory factors for stress and an evaluation of the role that emotional intelligence (EI) plays in the experience of perceived stress (PS). It also aimed to compare EI and PS and explore the association between academic background, satisfaction with career choice and EI, and PS in first year dental students. A cross-sectional survey was conducted at the Faculty of Dentistry, University of the Western Cape. First year dental undergraduates who had completed at least six months of their dental degree course during 2005/06 were invited to complete a set of questionnaires on emotional intelligence and perceived stress. Demographic questions included gender and age. Students were also asked if they had a previous qualification from a higher education institution and if they were satisfied with their decision to study dentistry. Ninety eight completed the questionnaires representing a response rate of 96%. 43 were male (44%) and 55 female (56%), Results of t-tests indicated that low scorers on the EI scale were more likely to be (i) younger compared to older students (p<0.001), (ii) those without compared to those with a previous higher education qualification (p<0.001), and (iii) those who were not satisfied compared to those who were satisfied with their decision to study dentistry (p<0.001). Statistically significant differences were noted in mean PS scores between (i) male and female students (p<0.05), (ii) younger compared to older students (p<0.001), (iii) those without compared to those with previous higher education qualification (p<0.001), and (iv) those who were not satisfied compared to those who were satisfied with their decisions to study dentistry (p<0.001). Correlation analysis between EI and PS indicated a statistically significant inverse relationship between EI and PS (coefficient =-0.50, p=0.001). Stepwise regression analysis identified significant predictors of PS as gender, previous higher education qualification, satisfaction with decision to study dentistry and EI. The t statistic indicates that EI is relatively the most important predictor of PS. The finding that low EI is associated the stress suggests two possible strategies: firstly, selection of prospective students could be based on EI, and there should be interventions to enhance students' emotional intelligence.