Volume 12, Issue 4 (Winter 2026)
DSME 2026, 12(4): 0-0 |
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Research code: 340032
Ethics code: IR.MUI.RESEARCH.REC.1400.070
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Asgarani M, Pakravan F, omid A, Haghani F, Hoseinpoor R. Investigating the effect of emotional self-awareness virtual training on motivation and emotional intelligence of dental students of Isfahan University of Medical Sciences. DSME 2026; 12 (4)
URL: http://dsme.hums.ac.ir/article-1-417-en.html
URL: http://dsme.hums.ac.ir/article-1-417-en.html
Department of Oral and Dental Diseases, Isfahan University of Medical Sciences, Isfahan, Iran.
Abstract: (2871 Views)
Introduction: The purpose of this study was to determine the effect of emotional self-awareness virtual training on the motivation and emotional intelligence of dental students.
Methods: The present study was conducted as an intervention on 60 students who were randomly selected and divided into two groups of 30 subjects and controls. For the case group, a three-hour session of emotional self-awareness training was provided virtually. Bradberry & Greaves questionnaire was used to measure emotional intelligence and Wallerand questionnaire (AMS-HS-28) was used to measure motivation.
Results: In all cases (components of overall motivation score, intrinsic motivation, extrinsic motivation and lack of motivation, overall score of emotional intelligence, self-awareness, self-management, social awareness and relationship mediation) significant differences were found immediately and one month after the intervention between the case and control groups. Failed(P>0/05).
Discussion: The present study showed that the virtual training of emotional intelligence had no effect on the score of overall academic motivation and emotional intelligence.
Methods: The present study was conducted as an intervention on 60 students who were randomly selected and divided into two groups of 30 subjects and controls. For the case group, a three-hour session of emotional self-awareness training was provided virtually. Bradberry & Greaves questionnaire was used to measure emotional intelligence and Wallerand questionnaire (AMS-HS-28) was used to measure motivation.
Results: In all cases (components of overall motivation score, intrinsic motivation, extrinsic motivation and lack of motivation, overall score of emotional intelligence, self-awareness, self-management, social awareness and relationship mediation) significant differences were found immediately and one month after the intervention between the case and control groups. Failed(P>0/05).
Discussion: The present study showed that the virtual training of emotional intelligence had no effect on the score of overall academic motivation and emotional intelligence.
Type of Study: Orginal |
Subject:
Special
Received: 2025/10/13 | Accepted: 2025/12/22 | Published: 2025/12/31
Received: 2025/10/13 | Accepted: 2025/12/22 | Published: 2025/12/31
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