Abstract
BACKGROUND:
Medical students face numerous challenges that can impact their academic performance. Among the factors influencing academic performance are emotional, spiritual, and cultural intelligence. This study aimed to investigate the relationship between these factors with the academic performance at Kermanshah University of Medical Sciences.
MATERIALS AND METHODS:
This quantitative correlational study was conducted using a stratified random sampling method on 706 students studying at Kermanshah University of Medical Sciences in 2024. The tools used in this research included standard questionnaires for emotional intelligence, spiritual intelligence, cultural intelligence, and academic performance. The collected data were analyzed using descriptive statistics and correlation tests.
RESULTS:
The results indicated that spiritual intelligence was positively and significantly related to academic performance (P < 0.001, correlation coefficient 0.21). Additionally, emotional and spiritual intelligence were correlated (P < 0.001, correlation coefficient 0.241), and a positive correlation was observed between cultural intelligence and academic performance (P < 0.001, correlation coefficient 0.280). Furthermore, both spiritual and cultural intelligence were positively and significantly related to academic performance, while emotional intelligence did not show a significant relationship.
CONCLUSION:
The results of this study indicate that promoting spiritual and cultural intelligence has a significant impact on enhancing student academic performance, ultimately improving health in society.
Keywords: Academic performance, cultural intelligence, emotional intelligence, medical science students, spiritual intelligence
Introduction
In the present era, universities play a vital role as leading educational institutions in cultivating an enlightened and empowered generation. Therefore, examining the factors influencing student success and academic performance has become a primary concern for educational and research authorities.[1] Students, especially in the field of medical sciences, face numerous challenges throughout their studies that can significantly impact their learning quality and academic performance.[2] In today’s world, where the complexities of life are increasing and various challenges confront individuals, attention to different aspects of human existence, including psychological, spiritual, and cultural dimensions, has become critically important.[3] In this context, intelligence is recognized as a significant factor in individuals’ adaptation to their environment and as a key element in individual differences.[4]
Emotional intelligence refers to a set of emotional and social knowledge and abilities that effectively influence our overall capacity to respond to environmental needs. This type of intelligence is one of the success factors in educational, professional, and social relationships, and it can help predict success in various aspects of an individual’s life.[5] Also, spiritual intelligence refers to the ability to find meaning, purpose, and value in life, directly relating to all aspects of life and connecting all human activities and existence to an unlimited realm, guiding individuals toward a meaningful life.[6] The spiritual intelligence and the emotional intelligence can complement each other.[7] Cultural intelligence is defined as the ability to understand, respect, and interact effectively with different cultures and backgrounds.[8,9]
Academic performance among students is a crucial indicator in evaluating the educational system, and all efforts of this system aim to realize this goal. Academic performance, as a dependent variable, is influenced by multiple factors rather than a single one. Emotional intelligence and spiritual intelligence are two significant factors affecting students’ academic performance.[5,10] Mohammadi et al. demonstrated in a study that the average emotional intelligence score of students and its dimensions are at a desirable level. There is a positive and significant relationship between emotional intelligence and all its dimensions with academic performance.[5] Likewise, LoghmanpourZarini et al. showed in a study that enhancing emotional and spiritual intelligence among students leads to an increase in their motivation for academic performance.[10] Furthermore, Eslami et al. indicated that having a high level of cultural intelligence is a significant predictor of students’ academic performance and learning.[9]
This research is designed to investigate the relationship between emotional, spiritual, and cultural intelligence and the academic performance of students at Kermanshah University of Medical Sciences. This study examines the concurrent impact of these three types of intelligence and analyzes their influence on students’ academic performance in detail. This innovation enables us to gain a deeper understanding of the impact of these factors on academic success and, particularly in the context of Iranian medical universities, to offer suggestions for improving teaching methods and student support.
Given the increasing diversity and cultural challenges in today’s societies, understanding the role of emotional, spiritual, and cultural intelligence in improving students’ academic performance is of particular importance. Therefore, the results of this study will not only enrich the existing scientific literature but also contribute to improving the quality of learning and teaching at Kermanshah University of Medical Sciences and similar institutions.
Materials and Methods
Study design and setting
This descriptive-analytical cross-sectional study was conducted. The study population consisted of all students attending Islamic study classes at Kermanshah University of Medical Sciences in 2024. The reason for choosing Islamic studies classes was that all medical sciences students are jointly required to take these courses.
Study participants and sampling
Stratified random sampling with proportional allocation was used. Initially, the university student list was extracted with necessary coordination, and the number and proportion of students from each faculty to the entire university were determined. The number of study participants and the sample size at a confidence level of 95% and the power of the test of 80% were estimated to be 700 people. Accordingly, students were randomly selected from each faculty for the study.
Data collection tools and technique
Data were collected through in-person administration of self-administered questionnaires. Four standard questionnaires were used, including the Brief Emotional Intelligence Scale (BEIS-10), the Spiritual Intelligence Questionnaire, the Cultural Intelligence Questionnaire, and the Academic Performance Questionnaire. The questionnaire consisted of two parts. The first part included demographic characteristics such as gender, age, field of study, semester, educational level, faculty, marital status, parental education, and parental occupation. The second part included the following instruments: Emotional intelligence was measured using the Brief Emotional Intelligence Scale (BEIS-10) developed by Davies et al.[11] This 10-item instrument assesses five dimensions, including self-emotion appraisal, self-emotion regulation, other-emotion appraisal, other-emotion regulation, and use of emotions, and is scored on a 5-point Likert scale ranging from strongly disagree (1) to strongly agree (5). This tool was translated and validated in Iran in 2020 by Hadadian et al., achieving a Cronbach’s alpha of 0.748 for the entire 10 items.[12] Spiritual intelligence was assessed using the Spiritual Intelligence Questionnaire developed by Farhosh et al.[13] This questionnaire contains 15 items and includes three components: spiritual resilience, sense of closeness to God, and spiritual purpose. Scores range from 15 to 60, with higher scores indicating higher levels of spiritual intelligence. The construct validity of this instrument was confirmed (IFI = 0.97 and IFC = 0.97), and its reliability was found to be satisfactory with a Cronbach’s alpha of 0.87.[13] Cultural intelligence was measured using the Cultural Intelligence Questionnaire developed by Ang, consisting of 20 items and four components (metacognitive, cognitive, motivational, and behavioral). Responses were scored on a 5-point Likert scale from strongly disagree (1) to strongly agree (5). Scores ranging from 19–38 indicate low cultural intelligence, 38–57 indicate moderate cultural intelligence, and scores above 57 indicate high cultural intelligence. In Iran, the reliability of this questionnaire was calculated by Mahmoudi et al. using Cronbach’s alpha, yielding a value of 0.82.[14]
Ethic consideration
Ethical considerations were taken into account in this study. The study was approved by the Ethics Committee of Kermanshah University of Medical Sciences with the code (IR.KUMS.REC.1403.281). Written informed consent was obtained from all participants, and the confidentiality of their information was maintained throughout the study.
Statistical analysis methods
For sampling, the researchers introduced their self to the participants and explained the objectives of the study and obtained their written consent to distribute the questionnaires. The collected data were coded and analyzed using SPSS software version 24 (IBM Corp., Armonk, NY, USA). After assessing the normality of the data with the Kolmogorov–Smirnov test, descriptive statistics (charts, tables, and numerical indicators) were used to summarize the information, while inferential statistics (correlation analysis and linear regression) were employed to investigate the relationships between variables. A significance level of <0.05 was set for the tests.
Results
In the present study, data from 706 students at Kermanshah University of Medical Sciences were considered. The age of the students ranged from 18 to 48 years, with a mean (standard deviation) of 22.87 (3.19) years. The majority of the students were female (71.4%), single (85.3%), studying in the medical field (52.7%), and enrolled in the medical school (47.0%) [Table 1].
Table 1.
Frequency distribution of demographic variables in the study population (n=706)
| Variable | Frequency | Percentage | ||
|---|---|---|---|---|
| Gender | ||||
| Female | 504 | 71.4 | ||
| Male | 202 | 28.6 | ||
| Age | ||||
| Mean | 22.87 | |||
| Standard deviation | 3.19 | |||
| Marital status | ||||
| Single | 602 | 85.3 | ||
| Married | 74 | 10.5 | ||
| Married with children | 21 | 3.0 | ||
| Divorced | 9 | 1.3 | ||
| Student education level | ||||
| Bachelor’s degree | 266 | 37.7 | ||
| Master’s degree | 3 | 0.4 | ||
| Professional doctorate | 437 | 61.9 | ||
| Field of study | ||||
| Medicine | 372 | 52.7 | ||
| Nursing | 123 | 17.4 | ||
| Occupational health | 12 | 1.8 | ||
| Public health | 27 | 3.8 | ||
| Environmental health | 11 | 1.6 | ||
| Anesthesia | 2 | 0.3 | ||
| Operating room | 4 | 0.6 | ||
| Psychology | 3 | 0.4 | ||
| Nuclear medicine | 4 | 0.6 | ||
| Pharmacy | 41 | 5.8 | ||
| Dentistry | 31 | 4.4 | ||
| Nutrition | 13 | 1.8 | ||
| Laboratory sciences | 23 | 3.3 | ||
| Physiotherapy | 6 | 0.8 | ||
| Emergency medical services | 7 | 1.0 | ||
| Midwifery | 4 | 0.6 | ||
| Other | 22 | 2.1 | ||
| Faculty school | ||||
| Paramedical | 58 | 8.2 | ||
| Dentistry | 43 | 6.1 | ||
| Pharmacy | 49 | 6.9 | ||
| Medicine | 332 | 47.0 | ||
| Nutrition | 14 | 2.0 | ||
| Health | 58 | 8.2 | ||
| Nursing | 152 | 21.5 |
The mean (standard deviation) scores for emotional intelligence, spiritual intelligence, cultural intelligence, and academic performance were 32.68 (5.23), 41.63 (9.28), 65.99 (10.87), and 145.85 (23.56), respectively [Table 2].
Table 2.
Statistical indices of emotional intelligence, spiritual intelligence, cultural intelligence, and academic performance
| Variable | Minimum score | Maximum score | Mean | Standard deviation | ||||
|---|---|---|---|---|---|---|---|---|
| Emotional intelligence | 11 | 45 | 32.68 | 5.23 | ||||
| Spiritual intelligence | 14 | 56 | 41.63 | 9.28 | ||||
| Cultural intelligence | 19 | 95 | 65.99 | 10.87 | ||||
| Academic performance | 47 | 235 | 145.85 | 23.56 |
The results of the Kolmogorov–Smirnov test indicated that since the P value was < 0.05, the variables did not follow a normal distribution. Given the lack of normal distribution for the variables of emotional intelligence, spiritual intelligence, cultural intelligence, and academic performance, the Spearman correlation coefficient was used to examine the relationships between the variables. The findings of this study indicated that spiritual intelligence and cultural intelligence were positively and significantly related to academic performance, meaning that an increase in spiritual intelligence leads to an improvement in academic performance. Conversely, no significant correlation was observed between emotional intelligence and academic performance. Additionally, emotional intelligence, spiritual intelligence, and cultural intelligence were positively and significantly correlated with each other, suggesting that an increase in emotional intelligence could lead to an increase in both spiritual and cultural intelligence. A positive and significant correlation was also observed between spiritual intelligence and cultural intelligence, indicating that an increase in one leads to an increase in the other [Table 3].
Table 3.
Correlation of emotional intelligence, spiritual intelligence, cultural intelligence, and academic performance
| Variable | Academic achievement | Emotional intelligence | Spiritual intelligence | Cultural intelligence | ||||
|---|---|---|---|---|---|---|---|---|
| Academic achievement | Correlation: 1.00 | −0.06 | 0.21 | 0.28 | ||||
| Significance: 0.874 | 0.00 | 0.00 | 0.00 | |||||
| Emotional intelligence | Correlation: 1.00 | 0.24 | 0.21 | |||||
| Significance: 0.00 | 0.00 | 0.00 | ||||||
| Spiritual intelligence | Correlation: 1.00 | 0.44 | ||||||
| Significance: 0.00 | 0.00 | |||||||
| Cultural intelligence | Correlation: 1.00 | |||||||
| Significance: 0.00 |
Furthermore, the results showed no significant relationship between age and emotional intelligence, spiritual intelligence, cultural intelligence, or academic performance (P > 0.05). However, the Mann–Whitney test revealed a significant relationship between emotional intelligence and gender (P = 0.025), with emotional intelligence being higher in males than in females. No significant relationship was found between spiritual intelligence, cultural intelligence, and academic performance with gender.
Finally, the results of the linear regression analysis indicated that spiritual intelligence (B = 0.55, P < 0.001) and cultural intelligence (B = 0.87, P < 0.001) were positively and significantly related to academic performance. However, emotional intelligence did not have a significant relationship with academic performance. The coefficient of determination was 0.05 for spiritual intelligence and 0.17 for cultural intelligence [Table 4].
Table 4.
Factors associated with academic performance using linear regression
| Variable | Unstandardized B coefficient | Standardized B coefficient | t-statistic | 95% confidence interval | P | R² | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Emotional intelligence | 0.05 | 0.15 | 0.36 | 0.37–−0.25 | 0.715 | 0.00 | ||||||
| Spiritual intelligence | 0.55 | 0.08 | 6.25 | 0.37–0.72 | 0.001 | 0.05 | ||||||
| Cultural intelligence | 0.87 | 0.07 | 12.24 | 0.73–1.01 | 0.001 | 0.17 |
Discussion
The results of this study indicated that spiritual intelligence is positively and significantly related to the academic performance of students. This finding aligns with previous studies that show students with higher spiritual intelligence are more likely to find deeper meaning in their academic activities, which in turn enhances their motivation and commitment to their studies.[15] Spiritual intelligence helps students approach academic challenges in a positive and constructive manner using spiritual resources to cope with academic stress and pressures. For example, a study by Musa et al. demonstrated that spiritual intelligence is associated with reduced stress and increased life satisfaction in students.[7]
In this study, emotional intelligence was not directly associated with academic performance, but it showed a positive and significant correlation with spiritual intelligence. This finding suggests that although emotional intelligence alone may not have a direct impact on academic performance, it plays an important role through its enhancement of spiritual intelligence and the improvement of students’ social and emotional relationships. The positive and significant correlation between emotional intelligence and spiritual intelligence indicates that increasing emotional intelligence could lead to an improvement in spiritual intelligence, which, in turn, can enhance academic performance. Students with high emotional intelligence are better at managing their emotions and can establish more effective social relationships with their peers and professors, which may indirectly support their academic performance. A study by Mohammadi et al. also showed that emotional intelligence is related to reduced exam anxiety and increased academic satisfaction.[5]
One of the important findings of this study was the positive and significant correlation between cultural intelligence and academic performance. This result indicates that students with higher cultural intelligence are better able to interact with peers from different cultural backgrounds and benefit from more diverse experiences and knowledge. Sánchez-Álvarez et al. found in their meta-analysis that higher cultural intelligence is associated with better academic performance.[16] Cultural intelligence helps students interact effectively and collaborate with others in diverse educational settings. This can lead to the exchange of richer and more varied knowledge and experiences, ultimately contributing to improved academic performance. A study by Eslami et al. also indicated that cultural intelligence can enhance students’ academic motivation and learning.[9]
Limitations and recommendations
This study had certain limitations that may have impacted the results. For instance, the sample size may not have been large enough to allow for generalization of the findings. Additionally, the use of self-report questionnaires as the primary data collection tool could have led to response biases. Self-report measures are often subject to social desirability bias, where participants may provide answers they believe are more socially acceptable or favorable, rather than their true feelings or behaviors. This could affect the accuracy and reliability of the data.
It is recommended that future studies use mixed-methods approaches for data collection, which combine both quantitative and qualitative techniques. This would enable a more comprehensive understanding of the factors under investigation and produce more nuanced findings. Moreover, increasing the sample size in future research would improve the statistical power of the results, making the findings more generalizable across different populations and settings.
Furthermore, investigating the influence of other variables such as socioeconomic background on spiritual intelligence, emotional intelligence, and cultural intelligence could provide valuable insights. These variables may interact with the predictors of academic performance in complex ways, influencing how these forms of intelligence are developed and utilized by students. For example, individuals from different socioeconomic backgrounds may face unique challenges or opportunities that impact their cognitive and emotional development, potentially influencing their academic performance. Examining these factors could help paint a more complete picture of the determinants of academic performance. Incorporating these additional variables into future studies could not only deepen our understanding of the factors influencing academic performance but also help in the design of more effective educational programs and counseling interventions. Researchers and policymakers could use this knowledge to create tailored educational strategies that support students in a more holistic manner, taking into account not just cognitive but also emotional and cultural factors.
Conclusion
This study demonstrated that spiritual intelligence and cultural intelligence play significant roles in the academic performance of students. While emotional intelligence does not have a direct, significant impact on academic performance, it is positively associated with spiritual intelligence. These findings highlight the importance of considering noncognitive aspects of intelligence in students’ academic success. Enhancing spiritual intelligence can empower students to approach academic challenges in a positive and constructive manner, utilizing spiritual resources to better cope with stress.
Conflicts of interest
There are no conflicts of interest.
Acknowledgment
The authors extend their gratitude to Kermanshah University of Medical Sciences and all the medical sciences, institutions and organizations that participated, supported and collaborated in conducting this research.
Funding Statement
This study was carried out with the financial support of Kermanshah University of Medical Sciences, under the approval number 4030480.
References
- 1.Werang BR, Leba SM. Factors affecting student engagement in online teaching and learning: A qualitative case study. Qual Rep. 2022;27:555–77. [Google Scholar]
- 2.Hayat AA, Shateri K, Amini M, Shokrpour N. Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: A structural equation model. BMC Med Educ. 2020;20:76. doi: 10.1186/s12909-020-01995-9. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 3.Anderies JM, Folke C. Connecting human behaviour, meaning and nature. Philos Transa R Soc B. 2024;379:20220314. doi: 10.1098/rstb.2022.0314. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 4.Fathi-Azar E, Hosseinzadeh M, Rahmani F. Relationship between emotional intelligence and academic achievement in Iranian university students: A meta-analysis. Dev Strategies Med Educ. 2014;1:1–8. [Google Scholar]
- 5.Mohammadi A, Mojtahedzadeh R, Shamsi A. Investigating the relationship between emotional intelligence and academic achievement in anesthesiology and operating room students of Tehran University of Medical Sciences. Payavard. 2019;13:281–90. [Google Scholar]
- 6.Safari O, Shahidi N. The relationship between emotional intelligence and spiritual intelligence with the quality of work life of physical education teachers. Transcendent Education. 2022;1:69–76. [Google Scholar]
- 7.Musa M, Arifin A, Sukmawati E, Zulkifli Z, Mahendika D. The relationship between students’ spiritual and emotional intelligence with subjects learning outcomes. J Educ. 2023;5:11729–33. [Google Scholar]
- 8.Eden CA, Chisom ON, Adeniyi IS. Cultural competence in education: Strategies for fostering inclusivity and diversity awareness. Int J Appl Res Soc Sci. 2024;6:383–92. [Google Scholar]
- 9.Eslami J, Arbabisarjou A, Zeinalighassemi F, Sargazi M, Azadi R, Karvandari S. The relationship between cultural intelligence and academic motivation in collegians of Zahedan University of Medical Sciences in 2018. Educ Strateg Med Sci. 2021;14:180–8. [Google Scholar]
- 10.LoghmanpourZarini R, Nabipour Afrouzi H, Hayati A. Investigating the interaction of emotional intelligence, spiritual intelligence, and educational achievement motivation in students in technical and vocational university (a comparative study between male and female students) Karafen Q Sci J. 2020;16:275–88. [Google Scholar]
- 11.Davies K, Lane A, Devonport T, Scott J. Validity and reliability of a brief emotional intelligence scale (BEIS-10) J Individ Differ. 2010;31:198–208. [Google Scholar]
- 12.Hadadian-Chaghaei F, Haghani F, Feizi A, Taleghani F, Alimohammadi N. Transcultural adaptation and validation of the Persian version of the brief emotional intelligence scale. J Res Med Sci. 2021;26:73. doi: 10.4103/jrms.JRMS_1250_20. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 13.Farhosh M, Erfani A, Davoudi A, Ghorbani S. Construction and validation of spiritual intelligence scale of Muslim students. J Psychol Relig. 2018;14:41–52. [Google Scholar]
- 14.Mahmoodi M, Mohajeran B, Ghalavandi H. Cultural Intelligence: Unveiling the Mediating Role of Social Responsibility in the Relationship between Spiritual Leadership and Social Identity among University Managers. Iran J Ergon. 2024;12:90–9. Available from: http://journal.iehfs.ir/article-1-1021-en.html . [Google Scholar]
- 15.Rahmani Daryasary M, Yavarinia S, Sepehrianazar F. The relationship between spiritual intelligence, hope, and responsibility with academic achievement of high school female students. Educ Psychol. 2020;16:181–96. [Google Scholar]
- 16.Sánchez-Álvarez N, Berrios Martos MP, Extremera N. A meta-analysis of the relationship between emotional intelligence and academic performance in secondary education: A multi-stream comparison. Front Psychol. 2020;11:1517. doi: 10.3389/fpsyg.2020.01517. [DOI] [PMC free article] [PubMed] [Google Scholar]