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1860799999379505152
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INTELEK Repository
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Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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2024-09-09 11:28:26
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Restricted Document
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8247
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UniSZA
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1. Tutton P, Price M. Selection of medical student: Affi rmative action goes beyond the selection process. Br Med J 2002;324:1170-1. 2. Norman GR. The morality of medical school admission. Adv Health Sci Educ 2004;9:79-82. 3. Cohen-Schotanus J, Arno MM, Reinders JJ, Jessica A, Van Rossum HJ, Van der Vleuten CP. The predictive validity of grade point average scores in a partial lottery medical school admission system. Med Educ 2006;40:1012-9. 4. Kulatunga-Moruzi C, Norman GR. Validity of admissions measures in predicting performance outcomes: The contribution of cognitive and non-cognitive dimensions. Teach Learn Med 2002;14:34-42. 5. Goleman D. Emotional Intelligence. New York: Bantam; 1995. 6. Goleman D. Working with Emotional Intelligence. New York: Bantam; 1998. 7. Mayer JD, Roberts RD, Barsade SG. Human abilities: Emotional Intelligence. Annu Rev Psychol 2008;59:507-36. 8. Myers DG. Exploring Psychology. 6th ed. New York: Worth Publishers; 2005. 9. Ann G. Emotional Intelligence, the witness and education. Educ Meaning Soc Justice 2002;15:21-9. 10. Habibah E, Rahil M, Maria CA, Samsilah R, Nooreen N, Omar F. Emotional Intelligence of at risk students in Malaysian secondary children. Int J Learn 2007;14:51-6. 11. Arora S, Ashrafi an H, Davis R, Athanasiou T, Darzi A, Sevdalis N. Emotional intelligence in medicine: A systematic through the context of the ACGME competencies. Med Educ 2010;44:749-64. 12. McRae RR, Costa PT. Validation of the five-factor model of personality across instruments and observers. J Pers Soc Psychol 1987;52:81-90. 13. McRae RR, Costa PT. Personality trait structure as a human universal. Am Psychol 1997;52:509-16. 14. Goldberg LR. Language and individual differences: The search for universals in personality lexicons. In: Wheeler L, editor. Review of Personality and Social Psychology. Beverly Hills, CA: Sage; 1981. 15. Goldberg LR. What are the best ways to describe an individual’s personality? Dialogue 2008;23:35-9. 16. Goldberg LR, Johnson JA, Eber HW, Hogan R, Ashton MC, Cloninger CR, et al. The International Personality Item Pool and the future of public-domain personality measures. J Res Pers 2006;40:84-96. 17. Goldberg LR. A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several fi ve-factor models. In: Mervielde I, Deary I, De Fruyt F, Osterdorf F, editors. Personality Psychology in Europe. Tilburg, Netherland: Tilburg University Press; 1999. p. 7-28. 18. Yusoff MS, Rahim AF, Esa AR. The USM Personality Inventory (USMaP-i) Manual. Malaysia: KKMED Publications; 2010. Available from: http://www.medic.usm.my/dme/images/stories/staff/KKMED/2010/manual%20usmap-i.pdf. [Last accessed on 2011 July]. 19. Nordin NM, Talib MA, Yaacob SN. Personality, loneliness and mental health among undergraduates at Malaysian Universities. Eur J Sci Res 2009;36:285-98. 20. Oishi S, Schimmack U. Residential Mobility, Wellbeing, and Mortality. J Pers Soc Psychol 2010;98:980-94. 21. Popropat AE. A meta-analysis of the fi ve-factor model of personality and academic performance. Psychol Bull 2009;135:322-38. 22. Steele PD, Schmidt J, Shultz J. Refi ning the relationship between personality and subjective well-being. Psychol Bull 2008;134:138-61. 23. Goodwin RD, Friedman HS. Health Status and the Five-factor Personality Traits in a Nationally Representative Sample. J Health Psychol 2006;11:643-54. 24. Ferguson E, James D, Madeley L. Factors associated with success in medical school: Systematic review of literature. Br Med J 2002;324:952-7. 25. Judge TA, Bono Je, Ilies R, Gerhardt MW. Personality and Leadershp: A Qualitative and Quantitative Review. J Appl Psychol 2002;87:765-80. 26. Seibert SE, Kraimer MA. The fi ve-Factor Model of Personality and Career Success. J Vocat Behav 2001;58:1-21. 27. Furnham A, Cheng H. Personality as predictor of mental health and happiness in the east and west. Pers Individ Dif 1999;27:395-403. 28. Tokar DM, Fischer AR, Subich LM. Personality and vocational behavior: A selective review of the literature, 1993-1997. J Vocat Behav 1998;53:115-53. 29. Tett RP, Jackson DN, Rothstein M. Personality measures as predictors of job performance: A meta-analytic review. Pers Psychol 1991;44:703-42. 30. Barrick MR, Mount MK. The big fi ve personality dimensions and job performance: A meta-analysis. Pers Psychol 1991;44:1-26. 31. McManus IC, Keeling A, Paice E. Stress, burnout and doctors’ attitudes to work are determined by personality and learning style: A twelve year longitudinal study of UK medical undergraduates. BMC Med 2004;2:9. 32. De Raad B, Schouwenburg HC. Personality in learning and education: A review. Eur J Pers 1996;10:303-36. 33. Bidjerano T, Dai DY. The relationship between the big-fi ve model of personality and self-regulated learning strategies. Learn Individ Dif 2007;17:69-81. 34. Barrick MR, Mount MK, Strauss JP. Conscientiousness and performance of sales representatives: Test for the mediating effect of goal setting. J Appl Psychol 1993;78:715-22. 35. Steele PD. The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychol Bull 2007;133:65-94. 36. Vermetten YJ, Lodewijks HG, Vermunt JD. The role of personality traits and goal orientations in strategy use. Contemp Educ Psychol 2001;26:149-70. 37. Trapmann S, Hell B, Hirn JO, Schuler H. Meta-analysis of the relationship between the big fi ve and academic success in university. J Psychol 2007;215:132-51. 38. Tempelaar DT, Gijselaers WH, van der Loeff SS, Nijhuis JF. A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas. Contemp Educ Psychol 2007;32:105-31. 39. Lounsbury JW, Steele RP, Loveland JM, Ginson LW. An investigation of personality traits in relation to adolescent school absenteeism. J Youth Adolesc 2004;33:457-66. 40. Judge TA, Martocchio JJ, Thoresen CJ. Five-factor model of personality and employee absence. J Appl Psychol 1997;82:745-55. 41. McManus IC, Lefored F, Furnham A, Shandi S, Pincus T. Career preference and personality differences in medical school applicants. Psychol Health Med 1996;1:235-48. 42. Rothman S, Coetzer EP. The big-fi ve personality dimensions and job performance. J Ind Psychol 2003;29:68-74. 43. Schmidt FL, Hunter JE. The validity and utility of selection methods in personnel psychology: Practical and theoretical implication of 85 years of research fi ndings. Pscyhol Bull 1998;124:262-74. 44. Yusoff MS, Rahim AF, Baba AA, Esa AR. Medical student selection process and its pre-admission scores associated with the new students’ academic performance in Universiti Sains Malaysia. Int Med J 2011;18:327-31. 45. Yusoff MSB. Impact of summative assessment on fi rst year medical students’ mental health. Int Med J 2011;18:172-5. 46. Yusoff MS, Liew YY, Ling HW, Tan CS, Loke HM, Lim XB, et al. A study on stress, stressors and coping strategies among Malaysian medical students. Int J Stud Res 2011;1:45-50. 47. Yusoff MS, Rahim AF, Esa AR. The USM Emotional Quotient Inventory (USMEQ-i) Manual. Malaysia: KKMED Publications; 2010. Available from: http://www.medic.usm.my/dme/images/stories/staff/KKMED/2010/manual%20usmeq-i.pdf. [Last accessed on 2011 July]. 48. Yusoff MS, Rahim AF, Mat Pa MN, See CM, Ja’afar R, Esa AR. The validity and reliability of the USM Emotional Quotient Inventory (USMEQ-i): Its use to measure Emotional Quotient (EQ) of future medical students. Int Med J 2011;18:293-9. 49. Yusoff MS, Rahim AF, Aziz RA, Mat Pa MN, See CM, Ja’afar R, et al. The validity and reliability of the USM Personality Inventory (USMaP-i): Its use to identify personality of future medical students. Int Med J 2011;18:283-7. 50. Crawford JR, Henry JD. The Depression Anxiety Stress Scales (DASS): Normative data and latent structure in a large non-clinical sample. Br J Psychol Soc 2003;42:111-31. 51. Henry JD, Crawford JR. The short-form version of the Depression Anxiety Stress Scales (DASS-21): Construct validity and normative data in a large non-clinical sample. Br J Clin Psychol 2005;44:227-39. 52. Lovibond SH, Lovibond PF. Manual for the Depression Anxiety Stress Scales. 2nd ed. Sydney: Pscyhology Foundation; 1995. 53. McDowell I. Measuring health: A guide to rating scales and questionnaires. 3rd ed. New York: Oxford University Press; 2006 54. Zou KH, Tuncall K, Silverman SG. Correlation and simple linear regression. Radiology 2003;227:617-22. 55. Field A. Discovering statistics using SPSS. 2nd ed. London: Sage Publication; 2005. 56. Lahey BB. Public Health Signifi cance of Neuroticism. Am Psychol 2009;64:241-56. 57. Spector PE, Jex SM, Chen PY. Relations of incumbent affect-related personality traits with incumbent and objective measures of characteristics of jobs. J Organ Behav 1995;16:59-65. 58. Yusoff MS, Abdul Rahim AF, Baba AA, Ismail SB, Mat Pa MN, Esa AR. Prevalence and associated factors of stress, anxiety and depression among prospective medical students. As J Psychiatry 2013;6:128-33.
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4231-01-FH02-FPSK-14-00615.pdf
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oai_dc
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https://intelek.unisza.edu.my/intelek/pages/view.php?ref=8247
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8247 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=8247 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 2 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in 2024-09-09 11:28:26 4231-01-FH02-FPSK-14-00615.pdf UniSZA Private Access A longitudinal study of relationship between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods Education for Health: Change in Learning and Practice There is considerable evidence that emotional intelligence, previous academic achievement (i.e. cumulative grade point average (GPA)) and personality are associated with success in various occupational settings. This study evaluated the relationships of these variables with psychological health of first year medical students during stressful periods. Methods: A 1-year prospective study was done with students accepted into the School of Medical Sciences, Universiti Sains Malaysia. Information on emotional intelligence, GPA and personality traits were obtained prior to admission. The validated Universiti Sains Malaysia Emotional Quotient Inventory and Universiti Sains Malaysia Personality Inventory were used to measure emotional intelligence and personality traits, respectively. Stress, anxiety and depression were measured by the 21-item Depression Anxiety Stress Scale during the end-of-course (time 1) and final (time 2) examinations. Results: At the less stressful period (time 1), stress level was associated with agreeableness and the final GPA, anxiety level was associated with emotional control and emotional conscientiousness and depression level was associated with the final GPA and extraversion. At the more stressful period (time 2), neuroticism associated with stress level, anxiety level was associated with neuroticism and emotional expression, and depression level was associated with neuroticism. Conclusions: This study found that neuroticism was the strongest associated factor of psychological health of medical students during their most stressful testing period. Various personality traits, emotional intelligence and previous academic performance were associated factors of psychological health during a less stressful period. These data suggest that early identification of medical students who are vulnerable to the stressful environment of medical schools might help them maintain psychological well-being during medical training. 26 1 39-47 1. Tutton P, Price M. Selection of medical student: Affi rmative action goes beyond the selection process. Br Med J 2002;324:1170-1. 2. Norman GR. The morality of medical school admission. Adv Health Sci Educ 2004;9:79-82. 3. Cohen-Schotanus J, Arno MM, Reinders JJ, Jessica A, Van Rossum HJ, Van der Vleuten CP. The predictive validity of grade point average scores in a partial lottery medical school admission system. Med Educ 2006;40:1012-9. 4. Kulatunga-Moruzi C, Norman GR. Validity of admissions measures in predicting performance outcomes: The contribution of cognitive and non-cognitive dimensions. Teach Learn Med 2002;14:34-42. 5. Goleman D. Emotional Intelligence. New York: Bantam; 1995. 6. Goleman D. Working with Emotional Intelligence. New York: Bantam; 1998. 7. Mayer JD, Roberts RD, Barsade SG. Human abilities: Emotional Intelligence. Annu Rev Psychol 2008;59:507-36. 8. Myers DG. Exploring Psychology. 6th ed. New York: Worth Publishers; 2005. 9. Ann G. Emotional Intelligence, the witness and education. Educ Meaning Soc Justice 2002;15:21-9. 10. Habibah E, Rahil M, Maria CA, Samsilah R, Nooreen N, Omar F. Emotional Intelligence of at risk students in Malaysian secondary children. Int J Learn 2007;14:51-6. 11. Arora S, Ashrafi an H, Davis R, Athanasiou T, Darzi A, Sevdalis N. Emotional intelligence in medicine: A systematic through the context of the ACGME competencies. Med Educ 2010;44:749-64. 12. McRae RR, Costa PT. Validation of the five-factor model of personality across instruments and observers. J Pers Soc Psychol 1987;52:81-90. 13. McRae RR, Costa PT. Personality trait structure as a human universal. Am Psychol 1997;52:509-16. 14. Goldberg LR. Language and individual differences: The search for universals in personality lexicons. In: Wheeler L, editor. Review of Personality and Social Psychology. Beverly Hills, CA: Sage; 1981. 15. Goldberg LR. What are the best ways to describe an individual’s personality? Dialogue 2008;23:35-9. 16. Goldberg LR, Johnson JA, Eber HW, Hogan R, Ashton MC, Cloninger CR, et al. The International Personality Item Pool and the future of public-domain personality measures. J Res Pers 2006;40:84-96. 17. Goldberg LR. A broad-bandwidth, public domain, personality inventory measuring the lower-level facets of several fi ve-factor models. In: Mervielde I, Deary I, De Fruyt F, Osterdorf F, editors. Personality Psychology in Europe. Tilburg, Netherland: Tilburg University Press; 1999. p. 7-28. 18. Yusoff MS, Rahim AF, Esa AR. The USM Personality Inventory (USMaP-i) Manual. Malaysia: KKMED Publications; 2010. Available from: http://www.medic.usm.my/dme/images/stories/staff/KKMED/2010/manual%20usmap-i.pdf. [Last accessed on 2011 July]. 19. Nordin NM, Talib MA, Yaacob SN. Personality, loneliness and mental health among undergraduates at Malaysian Universities. Eur J Sci Res 2009;36:285-98. 20. Oishi S, Schimmack U. Residential Mobility, Wellbeing, and Mortality. J Pers Soc Psychol 2010;98:980-94. 21. Popropat AE. A meta-analysis of the fi ve-factor model of personality and academic performance. Psychol Bull 2009;135:322-38. 22. Steele PD, Schmidt J, Shultz J. Refi ning the relationship between personality and subjective well-being. Psychol Bull 2008;134:138-61. 23. Goodwin RD, Friedman HS. Health Status and the Five-factor Personality Traits in a Nationally Representative Sample. J Health Psychol 2006;11:643-54. 24. Ferguson E, James D, Madeley L. Factors associated with success in medical school: Systematic review of literature. Br Med J 2002;324:952-7. 25. Judge TA, Bono Je, Ilies R, Gerhardt MW. Personality and Leadershp: A Qualitative and Quantitative Review. J Appl Psychol 2002;87:765-80. 26. Seibert SE, Kraimer MA. The fi ve-Factor Model of Personality and Career Success. J Vocat Behav 2001;58:1-21. 27. Furnham A, Cheng H. Personality as predictor of mental health and happiness in the east and west. Pers Individ Dif 1999;27:395-403. 28. Tokar DM, Fischer AR, Subich LM. Personality and vocational behavior: A selective review of the literature, 1993-1997. J Vocat Behav 1998;53:115-53. 29. Tett RP, Jackson DN, Rothstein M. Personality measures as predictors of job performance: A meta-analytic review. Pers Psychol 1991;44:703-42. 30. Barrick MR, Mount MK. The big fi ve personality dimensions and job performance: A meta-analysis. Pers Psychol 1991;44:1-26. 31. McManus IC, Keeling A, Paice E. Stress, burnout and doctors’ attitudes to work are determined by personality and learning style: A twelve year longitudinal study of UK medical undergraduates. BMC Med 2004;2:9. 32. De Raad B, Schouwenburg HC. Personality in learning and education: A review. Eur J Pers 1996;10:303-36. 33. Bidjerano T, Dai DY. The relationship between the big-fi ve model of personality and self-regulated learning strategies. Learn Individ Dif 2007;17:69-81. 34. Barrick MR, Mount MK, Strauss JP. Conscientiousness and performance of sales representatives: Test for the mediating effect of goal setting. J Appl Psychol 1993;78:715-22. 35. Steele PD. The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychol Bull 2007;133:65-94. 36. Vermetten YJ, Lodewijks HG, Vermunt JD. The role of personality traits and goal orientations in strategy use. Contemp Educ Psychol 2001;26:149-70. 37. Trapmann S, Hell B, Hirn JO, Schuler H. Meta-analysis of the relationship between the big fi ve and academic success in university. J Psychol 2007;215:132-51. 38. Tempelaar DT, Gijselaers WH, van der Loeff SS, Nijhuis JF. A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas. Contemp Educ Psychol 2007;32:105-31. 39. Lounsbury JW, Steele RP, Loveland JM, Ginson LW. An investigation of personality traits in relation to adolescent school absenteeism. J Youth Adolesc 2004;33:457-66. 40. Judge TA, Martocchio JJ, Thoresen CJ. Five-factor model of personality and employee absence. J Appl Psychol 1997;82:745-55. 41. McManus IC, Lefored F, Furnham A, Shandi S, Pincus T. Career preference and personality differences in medical school applicants. Psychol Health Med 1996;1:235-48. 42. Rothman S, Coetzer EP. The big-fi ve personality dimensions and job performance. J Ind Psychol 2003;29:68-74. 43. Schmidt FL, Hunter JE. The validity and utility of selection methods in personnel psychology: Practical and theoretical implication of 85 years of research fi ndings. Pscyhol Bull 1998;124:262-74. 44. Yusoff MS, Rahim AF, Baba AA, Esa AR. Medical student selection process and its pre-admission scores associated with the new students’ academic performance in Universiti Sains Malaysia. Int Med J 2011;18:327-31. 45. Yusoff MSB. Impact of summative assessment on fi rst year medical students’ mental health. Int Med J 2011;18:172-5. 46. Yusoff MS, Liew YY, Ling HW, Tan CS, Loke HM, Lim XB, et al. A study on stress, stressors and coping strategies among Malaysian medical students. Int J Stud Res 2011;1:45-50. 47. Yusoff MS, Rahim AF, Esa AR. The USM Emotional Quotient Inventory (USMEQ-i) Manual. Malaysia: KKMED Publications; 2010. Available from: http://www.medic.usm.my/dme/images/stories/staff/KKMED/2010/manual%20usmeq-i.pdf. [Last accessed on 2011 July]. 48. Yusoff MS, Rahim AF, Mat Pa MN, See CM, Ja’afar R, Esa AR. The validity and reliability of the USM Emotional Quotient Inventory (USMEQ-i): Its use to measure Emotional Quotient (EQ) of future medical students. Int Med J 2011;18:293-9. 49. Yusoff MS, Rahim AF, Aziz RA, Mat Pa MN, See CM, Ja’afar R, et al. The validity and reliability of the USM Personality Inventory (USMaP-i): Its use to identify personality of future medical students. Int Med J 2011;18:283-7. 50. Crawford JR, Henry JD. The Depression Anxiety Stress Scales (DASS): Normative data and latent structure in a large non-clinical sample. Br J Psychol Soc 2003;42:111-31. 51. Henry JD, Crawford JR. The short-form version of the Depression Anxiety Stress Scales (DASS-21): Construct validity and normative data in a large non-clinical sample. Br J Clin Psychol 2005;44:227-39. 52. Lovibond SH, Lovibond PF. Manual for the Depression Anxiety Stress Scales. 2nd ed. Sydney: Pscyhology Foundation; 1995. 53. McDowell I. Measuring health: A guide to rating scales and questionnaires. 3rd ed. New York: Oxford University Press; 2006 54. Zou KH, Tuncall K, Silverman SG. Correlation and simple linear regression. Radiology 2003;227:617-22. 55. Field A. Discovering statistics using SPSS. 2nd ed. London: Sage Publication; 2005. 56. Lahey BB. Public Health Signifi cance of Neuroticism. Am Psychol 2009;64:241-56. 57. Spector PE, Jex SM, Chen PY. Relations of incumbent affect-related personality traits with incumbent and objective measures of characteristics of jobs. J Organ Behav 1995;16:59-65. 58. Yusoff MS, Abdul Rahim AF, Baba AA, Ismail SB, Mat Pa MN, Esa AR. Prevalence and associated factors of stress, anxiety and depression among prospective medical students. As J Psychiatry 2013;6:128-33.
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| spellingShingle |
A longitudinal study of relationship between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods
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| summary |
There is considerable evidence that emotional intelligence, previous academic achievement (i.e. cumulative grade point average (GPA)) and personality are associated with success in various occupational settings. This study evaluated the relationships of these variables with psychological health of first year medical students during stressful periods. Methods: A 1-year prospective study was done with students accepted into the School of Medical Sciences, Universiti Sains Malaysia. Information on emotional intelligence, GPA and personality traits were obtained prior to admission. The validated Universiti Sains Malaysia Emotional Quotient Inventory and Universiti Sains Malaysia Personality Inventory were used to measure emotional intelligence and personality traits, respectively. Stress, anxiety and depression were measured by the 21-item Depression Anxiety Stress Scale during the end-of-course (time 1) and final (time 2) examinations. Results: At the less stressful period (time 1), stress level was associated with agreeableness and the final GPA, anxiety level was associated with emotional control and emotional conscientiousness and depression level was associated with the final GPA and extraversion. At the more stressful period (time 2), neuroticism associated with stress level, anxiety level was associated with neuroticism and emotional expression, and depression level was associated with neuroticism. Conclusions: This study found that neuroticism was the strongest associated factor of psychological health of medical students during their most stressful testing period. Various personality traits, emotional intelligence and previous academic performance were associated factors of psychological health during a less stressful period. These data suggest that early identification of medical students who are vulnerable to the stressful environment of medical schools might help them maintain psychological well-being during medical training.
|
| title |
A longitudinal study of relationship between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods
|
| title_full |
A longitudinal study of relationship between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods
|
| title_fullStr |
A longitudinal study of relationship between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods
|
| title_full_unstemmed |
A longitudinal study of relationship between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods
|
| title_short |
A longitudinal study of relationship between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods
|
| title_sort |
longitudinal study of relationship between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods
|