This paper presents a critical overview of a 2002 qualitative study conducted at a UK dental teaching hospital examining how dental undergraduates with varying levels of emotional intelligence (EI) cope with academic and clinical stress. Using unstructured face-to-face interviews with 20 students divided into high and low EI groups, the study identifies four primary coping strategy categories: reflection and appraisal, social and interpersonal skills, lifestyle and behavioral adjustment, and organization and time management. Key findings show that high-EI students employ more adaptive coping strategies, while low-EI students are more prone to catastrophizing, social withdrawal, and health-damaging behaviors. The paper also discusses the role of small-group clinical teaching environments in developing EI competencies.
This study was conducted in 2002 at a dental teaching hospital in the United Kingdom. Its objective was to discover how dental undergraduates with different levels of emotional intelligence (EI) cope with stress. This was accomplished using qualitative unstructured depth interviews. A questionnaire survey was first carried out to determine the EI scores of the subjects, who were then divided into low and high EI groups at the median score.
Data collection was accomplished through unstructured face-to-face interviews. Ten males and ten females with low and high EI, representing all five years of study, were interviewed. The study took place during September and October 2002, at the beginning of the academic year. The head of the dental school, the senior clinical tutor for student progress, the student president, and students representing each year of the dental course were informed of the study. Students were assured that they would not be identifiable from the interviews.
A purposive sampling approach was adopted to recruit ten male and ten female students, representing those from low and high EI groups and from different years of study.
EI is conceptualised in terms of the perception, appraisal, and expression of emotion; the emotional facilitation of thinking; understanding, analysing, and employing emotional knowledge; and the reflective regulation of emotions.
Emotional intelligence is a complex construct that is quantified and applied in many forms, and there is little agreement about what EI is and whether or not it can be learned and developed. In one widely cited view, emotional intelligence is a learned ability to think constructively and behave wisely. It is best developed by learning and developing cognitive and experiential thinking skills that engender wise and effective behaviours (Nelson, Low, and Ellis, 2007).
Four key dimensions of EI are commonly identified in the literature:
Self-awareness refers to having a deep understanding of one's own emotions as well as one's strengths, weaknesses, values, and motives. Self-aware people are better able to monitor their emotional responses to specific situations and to use this awareness as conscious information.
Social awareness is mainly about empathy — having understanding and sensitivity to the feelings, thoughts, and situations of others. This includes understanding another person's circumstances, experiencing another person's emotions, and knowing their needs even when unstated. Social awareness extends beyond empathy to include being organisationally aware, such as sensing office politics and understanding social networks.
Self-management represents how well a person controls or redirects their internal states, impulses, and resources. It includes keeping disruptive impulses in check, displaying honesty and integrity, being flexible in times of change, maintaining the drive to perform well and seize opportunities, and remaining optimistic even after failure. Self-management involves an inner conversation that guides behaviour.
Relationship management refers to managing other people's emotions. It is linked to a wide variety of practices, such as inspiring others, influencing people's beliefs and feelings, developing others' capabilities, managing change, resolving conflict, cultivating relationships, and supporting teamwork and collaboration (McShane, 2006).
The literature also identifies four measurable EI subscales relevant to this study:
1. Optimism/mood regulation — the ability to maintain a positive emotional outlook or to control emotions when under pressure (e.g., "I use good moods to keep myself trying in the face of obstacles").
2. Utilisation of emotions — the ability to use the emotional impact of major events to guide personal development (e.g., "Some of the major events of my life have led me to re-evaluate what is important and not important").
3. Appraisal of emotions — the ability to recognise and perceive emotions in oneself and others (e.g., "By looking at their facial expressions, I recognise the emotions people are experiencing").
4. Social skills — the ability to empathise and relate with other people (e.g., "When another person tells me about an important event in his or her life, I almost feel as if I have experienced this event myself") (Paul et al., 2004: 205–6).
In order to identify students with low and high EI, a questionnaire survey was first carried out to obtain the EI scores of all five years of undergraduates. A total of 213 students (70%) participated in this survey. For the purposes of the study, the sample was categorised into low and high EI groups at the median EI score according to their test results (Paul et al., 2004: 206).
The interviewees were encouraged to determine the pace and direction of each interview. The interviewers listened to the interviewees' descriptions of their experiences of stress, intervening to clarify the information offered and moving the interview forward when necessary. The duration of the interviews ranged from 45 to 60 minutes. Interviewers explained to participants that the purpose of the study was to find out how different students experience stress in the dental training environment and how they cope with that stress (Paul et al., 2004: 206).
As the authors state: "EI is an attribute that may enable individuals to recognise and manage emotions evoked by stressful experiences. High EI individuals may apply coping strategies with more positive outcomes. This study aimed to explore, by using unstructured face-to-face interviews, how dental undergraduates with different levels of EI cope with stress in the dental environment" (Paul et al., 2004: 206).
"Burnout factors, personality, and job stressors"
"High vs. low EI coping across four strategy categories"
"EI development through small-group clinical teaching"
"Study limitations and recommendations for future research"
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