The Role of Emotional Intelligence, Academic Burnout, and Alexithymia in Shaping Academic Outcomes for Dental Students

The Role of Emotional Intelligence, Academic Burnout, and Alexithymia in Shaping Academic Outcomes for Dental Students | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Role of Emotional Intelligence, Academic Burnout, and Alexithymia in Shaping Academic Outcomes for Dental Students Sahar Mafi, Nikta Tajvar, Sarah Jalalvand This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6376846/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Background This study investigated the relationships among emotional intelligence, academic burnout, and alexithymia in predicting academic achievement among dental students. Academic performance is crucial for career advancement and self-confidence in clinical practice. Previous research has linked alexithymia to mental health issues such as depression and anxiety, suggesting that emotional intelligence and burnout may also significantly influence academic outcomes. This study aims to address the limited research in this area. Methods This cross-sectional study at Kermanshah University of Medical Sciences in 2023 involved 113 dental students in their fifth semester or later. Participants completed demographic information and standardized questionnaires: the Toronto Alexithymia Scale (TAS-20), Burnout Clinical Survey (BCSQ-12-SS), and Goleman’s Emotional Intelligence Questionnaire. Data were analyzed using SPSS (version 21) for descriptive statistics, Pearson’s correlations, and multiple linear regression to identify predictors of academic performance, with a significance level of p < 0.05. Results The results revealed that male students had significantly greater average scores for alexithymia (M = 61.23, SD = 11.71) and academic burnout (M = 41.35, SD = 8.66) than female students did (alexithymia: M = 58, SD = 11.74; burnout: M = 39.88, SD = 9.22) (p < 0.05). The strongest correlation was found between alexithymia scores and emotional intelligence dimensions, particularly social skills (r = 0.361, p = 0.001). However, regression analysis indicated that none of the variables significantly predicted academic performance (p > 0.05). Conclusions The findings underscore the complex interplay between emotional intelligence, academic burnout, and alexithymia in academic achievement. Significant gender differences highlight the need for targeted interventions for male students. Despite the observed correlations, the lack of significant predictors for GPA suggests that further research is needed to explore additional psychological factors influencing academic success and to develop comprehensive assessment tools beyond traditional GPA metrics. Academic performance Emotional intelligence Alexithymia Dental students Education Dental Psychological phenomena Emotions 1. Backgrounds Academic performance is a critical determinant of success in the field of dentistry, influencing not only the professional trajectory of dental students but also their self-efficacy and confidence in clinical practice ( 1 , 2 ). As dental education becomes increasingly competitive and demanding, it is essential to explore the psychological factors that contribute to academic success ( 3 ). Furthermore, the demanding nature of clinical dentistry, in combination with extensive theoretical knowledge, may lead to academic burnout and subsequently impact students' performance.( 4 , 5 ) Emotional intelligence refers to the capacity to recognize, understand, and manage one’s own emotions, as well as the emotions of others ( 6 ). In the context of dental education, where effective communication and interpersonal skills are paramount, high emotional intelligence can enhance a student’s ability to interact with peers, faculty, and patients. Research has consistently shown that students with higher levels of emotional intelligence tend to perform better academically, as they are better equipped to handle the emotional demands of their studies and clinical interactions ( 7 , 8 ). They are more likely to engage in adaptive coping strategies, which can mitigate the stressors associated with rigorous academic environments ( 9 ). Conversely, academic burnout is a pervasive issue among students and is characterized by emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment ( 10 ). This phenomenon is particularly concerning in the context of dental education, where students face high expectations and substantial workloads( 11 ). Academic burnout can lead to disengagement, decreased motivation, and ultimately, lower academic performance( 12 ). The cyclical nature of burnout can create a self-reinforcing loop, where poor academic outcomes contribute to heightened stress and emotional fatigue, further diminishing the student’s capacity to succeed ( 13 ). Alexithymia, defined as difficulty in identifying and expressing emotions, presents another layer of complexity in understanding the psychological landscape of dental students. Individuals with alexithymia may struggle to articulate their feelings and may lack the emotional awareness necessary to navigate academic and clinical challenges effectively ( 14 ). This emotional disconnect can hinder their ability to cope with stress and may exacerbate feelings of burnout. Consequently, alexithymia can adversely affect academic performance, as students may find it challenging to seek help or utilize available resources to manage their emotional well-being ( 15 ). Despite the increasing recognition of these psychological constructs, there remains a significant gap in the literature regarding their interrelationships and collective influence on academic performance, specifically within the dental student population ( 16 ). Previous studies have explored these factors in broader educational contexts; however, the unique challenges faced by dental students necessitate focused investigation ( 17 ). Understanding how emotional intelligence, academic burnout, and alexithymia interact can provide valuable insights into the mechanisms that underlie academic success and failure in this field ( 12 ). This study aims to fill this critical gap by examining the predictive relationships between emotional intelligence, academic burnout, and alexithymia and academic performance among dental students. By employing a comprehensive approach that considers these psychological factors, this research aims to illuminate the complex dynamics that affect students’ educational outcomes. The findings of this study have the potential to inform targeted interventions and support systems that can enhance the academic experience of dental students, ultimately contributing to their professional development and well-being. This study was conducted after the reopening of universities following the COVID-19 pandemic. The shift to online education and evaluations, particularly accelerated by the COVID-19 pandemic, has introduced significant changes to the assessment landscape in dental education. This transition has implications not only for academic performance but also for the emotional and psychological well-being of students. Understanding these impacts is crucial, especially in light of our findings regarding emotional intelligence, alexithymia, and academic burnout among dental students. In conclusion, this research aspires to contribute to the existing body of literature by providing a nuanced understanding of the psychological challenges faced by dental students. By fostering a deeper awareness of the interplay between emotional intelligence, academic burnout, and alexithymia, educators and mental health professionals can better equip students to navigate the demands of dental education and thrive in their future careers. 2. Methods This study aims to investigate the relationships between emotional intelligence, academic burnout, and alexithymia in predicting academic performance among dental students, with the goal of informing targeted interventions to enhance academic outcomes. Utilizing a cross-sectional, descriptive analytical design, the research examines these psychological factors at a single point in time. Conducted in 2023 at Kermanshah University of Medical Sciences, the study targets dental students in their fifth semester or later, providing insights into the unique psychological challenges they face amid the demands of dental education and the effects of the COVID-19 pandemic. 2.1. Participants The present study is a cross-sectional, descriptive analytical investigation conducted at Kermanshah University of Medical Sciences in 2023. The participants included dental students who had progressed beyond their basic sciences and were in their fifth semester or later. Students who declined to participate were excluded from the study. Prior to data collection, the participants clearly communicated that their identifying information, such as names or identification numbers, would not be collected, ensuring confidentiality. The participants were informed at the beginning of the questionnaire that their involvement in the research was voluntary. Those who provided consent completed the questionnaire. (Ethical Approval Code: IR.KUMS.REC.1401.135) Because the relationship between alexithymia and academic performance has not been studied before, we estimated the sample size on the basis of previous studies on the relationship between academic burnout and mental health ( 12 , 18 , 19 ). To determine the necessary sample size for detecting a correlation, a correlation coefficient of 0.3 was assumed, with a 95% confidence level and 80% power. On the basis of these parameters, a sample size of 113 participants was calculated to ensure adequate statistical power. Consequently, a total of 113 individuals were recruited for the study. Data analysis was performed via SPSS statistical software, employing descriptive statistics (including frequency, percentage frequency, mean, and standard deviation), Pearson’s correlation, and multiple linear regression analyses. Statistical significance was set at a p value of < 0.05. 2.2. Instruments In this study, demographic data of the participants were collected alongside standardized questionnaires with established reliability and validity. Toronto Alexithymia Scale (TAS-20) : The TAS-20 is a widely used instrument for measuring alexithymia and consists of 20 items that assess three dimensions: difficulty in identifying emotions, difficulty in articulating emotions, and externally oriented thinking ( 20 ). Each item is rated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicate greater levels of alexithymia. The composite score is calculated by summing the scores from all the items, with higher total scores reflecting a greater degree of alexithymia. The Persian version of the TAS-20 has been validated in both clinical and nonclinical populations and has demonstrated good reliability (Cronbach’s alpha > 0.70) ( 21 ). Burnout Clinical Survey (BCSQ-12-SS) : The BCSQ-12-SS is a 12-item questionnaire designed to evaluate academic burnout among clinical students( 22 ). Three key factors are measured: workload, lack of personal development, and feelings of neglect. Each item is rated on a six-point Likert scale from 0 (never) to 6 (every day). Total scores are calculated by summing the responses, with higher scores indicating greater levels of burnout. The Persian version has undergone rigorous validation processes, showing satisfactory reliability (Cronbach’s alpha > 0.80) ( 23 ). Goleman’s Emotional Intelligence Questionnaire : This instrument, adapted by Mansouri (2010), assesses emotional intelligence across various dimensions, including self-awareness, self-regulation, spontaneity, empathy, and social skills ( 24 ). The questionnaire comprises 70 items rated on a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). Each participant receives six separate scores: one comprehensive score for overall emotional intelligence and individual scores for each of the five components. The Persian version of this questionnaire has been validated and has good internal consistency (Cronbach’s alpha > 0.75) ( 25 ). 2.3. Statistical analysis Data analysis was performed via SPSS statistical software (version 21). The analysis consisted of the following steps: Descriptive statistics : Descriptive statistics were computed to summarize the demographic characteristics of the participants and the scores on the TAS-20, BCSQ-12-SS, and Goleman’s Emotional Intelligence Questionnaire. This included calculating means, standard deviations, and frequency distributions. Correlation analysis : Pearson’s correlation coefficients were calculated to assess the relationships between alexithymia, academic burnout, emotional intelligence, and academic performance. This analysis helps to identify the strength and direction of the linear relationships between these variables. Multiple linear regression : To determine the predictive power of emotional intelligence, academic burnout, and alexithymia for academic performance, multiple linear regression analyses were conducted. The model included the independent variables (emotional intelligence, academic burnout, and alexithymia) and the dependent variable (academic performance). Prior to conducting the regression analysis, assumptions of linearity, normality, homoscedasticity, and multicollinearity were checked. Variance inflation factors (VIFs) were calculated to assess multicollinearity, with values above 10 indicating potential issues. Statistical significance : A p value of < 0.05 was considered statistically significant for all analyses. Confidence intervals (CIs) for the regression coefficients were also reported to provide an estimate of the precision of the parameter estimates. Handling Missing Data : Any missing data were addressed via the “insert method, e.g., listwise deletion, multiple imputation”, ensuring that the integrity of the dataset was maintained while minimizing bias. 2.4. Ethical considerations This study adhered to ethical guidelines for research involving human subjects. Informed consent was obtained from all participants, and the data were anonymized to protect the participants’ identities. The participants were informed of their right to withdraw from the study at any time without penalty. 3. Results 3.1. Participant Demographics A total of 113 dental students from the Faculty of Dentistry at Kermanshah University of Medical Sciences participated in this study. The mean age of the respondents was 24.19 years (SD = 2.87). Among the participants, 37.17% were male (n = 42), and 62.83% were female (n = 71). 3.2. Academic Burnout and Alexithymia Scores The analysis revealed that the total scores for the academic burnout index ranged from a minimum of 15 to a maximum of 60, with a mean mean score of 40.43 (SD = 9). For alexithymia, male participants reported a mean score of 61.23 (SD = 11.71), whereas female participants had a mean score of 58.00 (SD = 11.74), indicating higher levels of alexithymia among males (see Table 1 for detailed scores). Table 1 Descriptive statistics of the main variables and their amounts (N = 113) Variables Variable Dimensions Average (Standard Deviation) Lowest Score Highest Score Alexithymia Difficulty in Identifying Feelings 37.21 (5.67) 9 35 Difficulty in Expressing Feelings 14.98 (3.65) 6 25 Externally Oriented Thinking 22.84 (4.87) 9 39 Total Score 4.87 (11.78) 24 93 Emotional Intelligence Self-Awareness 59.20 (5.63) 8 39 Self-Regulation 24.53 (5.51) 8 34 Self-Motivation 22.29 (5.62) 7 34 Empathy 21.49 (4.61) 7 29 Social Skills 18.09 (4.08) 5 25 Total Score 15.84 (22.08) 35 155 Academic Burnout Overload 13.11 (3.30) 4 20 Lack of Progress 13.18 (4.22) 4 20 Neglect 14.13 (3.49) 5 20 Total Score 40.43 (9.00) 15 60 In terms of academic burnout, male participants had a mean score of 41.35 (SD = 8.66), whereas female participants had a mean score of 39.88 (SD = 9.22). This suggests that male students experienced higher levels of academic burnout than their female counterparts did (see Table 2 for detailed scores). Table 2 Descriptive statistics of the main research variables by gender (N = 113) Female Man Variable The dimensions of the variables Number (standard deviation) average Number (standard deviation) average Age 71 (37.2) 23.69 42 (3.43) 25.04 Academic Performance 71 (1.07) 15.91 42 (1.06) 15.61 Alexithymia Difficulty identifying emotions 71 (4.90) 20.56 42 (62.6) 22.73 Difficulty expressing emotions 71 (3.71) 14.92 42 (3.59) 15.07 Externally oriented thinking 71 (5.15) 22.50 42 (4.36) 23.42 total score 71 (11.74) 58 42 (11.71) 23.61 Emotional Intelligence self-awareness 71 (5.44) 25.01 42 (5.91) 23.73 Self-regulatory 71 (5.59) 22.21 42 (5.44) 22.42 spontaneity 71 (5.66) 21.43 42 (5.62) 21.59 Sympathy 71 (4.69) 17.87 42 (4.48) 18.47 social skill 71 (3.80) 15.81 42 (4.56) 15.88 total score 71 (21.86) 102.35 42 (22.73) 11.102 Academic exhaustion additional load 71 (4.90) 20.56 42 (62.6) 22.73 lack of progress 71 (3.71) 14.92 42 (3.59) 07.15 negligence 71 (5.15) 22.50 42 (4.36) 23.42 total score 71 (9.22) 39.88 42 (8.66) 41.35 3.3. Correlation analysis Pearson’s correlation analysis was conducted to explore the relationships between emotional intelligence dimensions and alexithymia. The results indicated a significant positive correlation between social skills (a dimension of emotional intelligence) and alexithymia scores (r = 0.361, p = 0.001). Notably, social skills exhibited the strongest correlation with alexithymia (r = 0.411, p = 0.001), suggesting that difficulties in emotional expression are associated with lower social skills (see Table 3 for detailed scores). Table 3 Correlation matrix among the main research variables (N = 113) Variable Correlation ® p-value Academic Burnout Extra Load 1 - Lack of Progress 0.574 < 0.001 Total 0.348 0.002 Total Grade 0.771 < 0.001 Alexithymia Problem Identifying Emotions 0.020 0.826 Difficulty Expressing Emotions 0.003 0.826 Externally Oriented Thinking 0.010 0.911 Emotional Intelligence Self-Awareness 0.026 0.777 Self-Regulation 0.048 0.606 Self-Motivation 0.004 0.965 Empathy 0.064 0.496 Social Skills 0.084 0.371 GPA (Grade Point Average) 0.109 0.247 3.4. Regression Analysis Multiple linear regression analysis was performed to identify the factors influencing academic performance. The model, which included age, gender, total scores for academic burnout, alexithymia, emotional intelligence, and academic semester, explained approximately 8% of the variance in academic performance scores. However, none of the variables reached statistical significance. Specifically, for each one-unit increase in the academic burnout score, there was a marginal increase of 0.018 in the average academic performance score, which was not statistically significant. Additionally, the average academic performance score for male students was 0.360 points lower than that for female students, a difference that also lacked statistical significance (see Table 4 for detailed scores). Table 4 Multiple regression of factors related to academic performance in participants (N = 113) Variable Dependent variables Independent Coef 1 Std. Err 2 T 3 P>|t 4 95% Conf. Interval 5 Academic Performance Age 0.021 0.040 0.53 0.597 0.100 -0/058 sex -0.360 0.215 -1/67 0.097 0.066 -0.788 The total score of academic burnout 0.018 0.011 67/1 0.097 0.041 -0.003 Total score of alexithymia 0.0006 0.009 0.07 0.947 0.020 -0/018 Total emotional intelligence score 0.006 0.005 32/1 0.191 0.017 -0.003 semester 0.046 0.061 0.75 0.453 0.168 -0.075 1. Coef: Coefficient 2. Std. Err: Standard error of the coefficient3. t: t-statistic used to determine if the coefficient is significantly different from zero.4. P>|t|: p-value indicating statistical significance; values less than 0.05 generally suggest significant relationships.5. 95% Conf. Interval: The range within which the true coefficient is expected to fall with 95% confidence 4. Discussion The findings of this study provide significant insights into the emotional and psychological factors affecting dental students at Kermanshah University of Medical Sciences. Among the 113 participants, the mean age was 24.19 years (SD = 2.87), with a gender distribution of 37.17% male (n = 42) and 62.83% female (n = 71). The average emotional intelligence index score was 15.84 (SD = 22.08), indicating a relatively low level of emotional intelligence among the participants. Additionally, the mean score for the alexithymia index was 4.87 (SD = 11.78), suggesting that many students may struggle with identifying and expressing their emotions. In terms of gender differences, the mean alexithymia scores were 61.23 (SD = 11.71) for males and 58.00 (SD = 11.74) for females, whereas the mean academic burnout scores were 41.35 (SD = 8.66) for males and 39.88 (SD = 9.22) for females. These results suggest a greater prevalence of academic burnout in males than in females, which aligns with the literature indicating that male students may experience greater stressors in academic environments, potentially due to societal expectations or coping styles. The Pearson correlation analysis revealed a significant correlation between emotional intelligence—particularly social skills—and the alexithymia score, specifically regarding difficulties in expressing emotions. This finding supports the literature that emphasizes the role of emotional intelligence in managing emotional challenges, particularly in high-stress environments such as dental education. Further analysis indicated that the strongest correlation among all dimensions of emotional intelligence was with the alexithymia score, which is related to difficulty identifying emotions. This highlights the critical need to develop emotional awareness among dental students, as difficulties in emotional identification can hinder effective communication and patient interactions in clinical settings. Subsequent regression analysis, which included age, gender, total scores for academic burnout, alexithymia, emotional intelligence, and academic semester, demonstrated that none of these factors significantly impacted academic performance within the regression model. This finding raises important questions about the complexity of academic performance and suggests that unmeasured factors, such as personal circumstances, support systems, or intrinsic motivation, may play significant roles in academic success. Future research could explore these dimensions more thoroughly, perhaps using qualitative methods to gain deeper insights into the lived experiences of dental students. Our research identifies a notable gap in the literature concerning the interrelationship between emotional intelligence, alexithymia, academic burnout, and academic achievement. Specifically, we found that the average alexithymia score of 59.2 in our study is higher than those reported in previous studies, such as the average of 51.2 reported in female students at Islamic Azad University of Ahvaz. Similarly, research conducted at Tabriz University and Shahid Chamran University reported alexithymia scores of 48.52 and 49.1, respectively. This suggests that dental students may experience elevated levels of alexithymia, highlighting the need for targeted interventions to address this issue, particularly given the clinical demands of the discipline. We propose workshops and tailored solutions to help manage these conditions effectively, including training programs focused on emotional regulation, communication skills, and stress management. In terms of academic performance, our study revealed a score of 15.79 and an emotional intelligence score of 102.26 among dental students. Comparatively, a study indicated that medical sciences students with high academic achievement had higher scores for self-efficacy (39.78 ± 5.82) and emotional intelligence (117.07 ± 10.33) than did those with lower academic achievement (39.17 ± 5.91, 112.07 ± 13.23). This suggests that emotional intelligence may play a role in academic success; however, our findings do not support this notion. The discrepancy may be attributed to differences in the nature of assessments across disciplines, where practical skills and clinical competencies are emphasized in dentistry compared with theoretical knowledge in other fields ( 26 ). With respect to academic burnout, we recorded an average score of 40.43 among dental students, which is higher than the documented scores of 31.24 at Isfahan University of Medical Sciences and 29.6 reported in a comprehensive study of Iranian dental students ( 23 ). This difference indicates a potentially higher level of burnout at Kermanshah Dental School, necessitating further investigation into the specific stressors that contribute to this phenomenon. Factors such as heavy workloads, clinical demands, and the competitive nature of dental education may exacerbate feelings of burnout. Educational authorities should consider implementing support systems, such as counseling services and peer support groups, to address these challenges effectively. Notably, our analysis revealed a correlation between emotional intelligence (specifically the social skill subscale) and the alexithymia score (particularly the difficulty expressing emotions subscale), which is documented for the first time in this study. This correlation emphasizes the need to integrate emotional intelligence training into the dental curriculum to enhance students’ ability to communicate effectively and manage their emotions in clinical settings. The analysis further indicated that difficulty in identifying emotions was linked with underachievement, whereas externally oriented thinking was associated with a lack of progress. Self-awareness was negatively associated with neglect, and self-regulation was negatively related to overload. These findings underscore the importance of emotional intelligence components in academic settings, suggesting that fostering self-awareness and self-regulation among students could mitigate feelings of neglect and overload. By conducting this study after the COVID-19 pandemic, the educational landscape has irrevocably changed. The rapid transition to online learning and virtual assessments during the pandemic has provided valuable insights into the potential benefits and challenges of virtual study, particularly in the field of dentistry. While traditional in-person education remains vital, there are compelling reasons to continue integrating virtual study into dental education moving forward ( 27 , 28 ). The implications of online evaluations for academic performance are multifaceted. The challenges posed by online evaluations may also interact with students’ emotional processing abilities. As indicated by our findings, many dental students presented elevated levels of alexithymia, characterized by difficulties in identifying and expressing emotions. In an online learning environment, the lack of face-to-face interaction may further hinder students’ ability to navigate their emotional experiences, making it more challenging to seek help or express their feelings of stress and anxiety. Students with high levels of alexithymia may struggle to articulate their emotional responses to the pressures of online evaluations, potentially leading to a cycle of unaddressed emotional distress ( 29 ). This can impact not only their academic performance but also their overall well-being and readiness to engage with patients in clinical settings. The pressure to perform well in an online environment may exacerbate feelings of academic burnout. Students may feel compelled to overprepare or engage in unhealthy study habits, leading to increased stress and anxiety ( 30 ). Our findings indicate that academic burnout was notably high among participants, particularly males, which could be linked to the pressures of online assessments that demand high levels of self-regulation and motivation. Despite our findings, we did not observe a significant relationship between emotional intelligence and academic performance. Previous research has explored this link, suggesting that emotional intelligence is necessary for enhanced academic progress, particularly in clinical courses( 31 ). Studies ( 32 – 34 ) conducted in India reported a correlation between emotional intelligence and academic performance, particularly in clinical courses, as well as its association with various factors, such as gender, sleep, family interactions, socializing, physical activity, leisure activities, and career choices. Successful dental hygienists often demonstrate high levels of intelligence, as reflected in their GPA, alongside strong communication skills, empathy, and effective interpersonal interaction abilities. The discrepancies between our findings and those of previous studies may be attributed to differences in educational settings, cultural contexts, or assessment methodologies ( 32 ). The discrepancies between our findings and those of previous studies may be attributed to differences in educational settings, cultural contexts, or assessment methodologies. Additionally, our study revealed no significant relationship between academic burnout and academic performance. In contrast, a study conducted among dental students at Gilan University of Medical Sciences reported a significant relationship between academic burnout and academic achievement ( 7 ). While the average academic burnout score in our study (40.43) is close to that reported in the aforementioned study, we did not find a significant relationship, suggesting that the dynamics of burnout and performance may vary across different educational contexts. This highlights the need for further research to explore the underlying mechanisms that link burnout to academic outcomes. Furthermore, our findings indicate no significant correlation between alexithymia and academic performance. A study conducted in 2022 explored the association between alexithymia and depression among medical students at Shah Khaled University in Saudi Arabia and revealed a significant relationship between depression and alexithymia( 35 ). This underscores the complexity of emotional factors influencing academic outcomes, as well as the need for further exploration of these relationships. Understanding how alexithymia interacts with other psychological constructs, such as anxiety and depression, could provide a more comprehensive view of the factors impacting academic performance ( 36 ). On the basis of our research findings, we note that there have been no previous reports on the connection between alexithymia and academic performance. Our study addresses this issue for the first time, presenting an initial attempt to forecast academic performance on the basis of emotional intelligence, academic burnout, and alexithymia among dental students at Kermanshah University of Medical Sciences. The outcomes of this study offer valuable insights into the factors influencing academic success, serving as important information for educational authorities and policymakers in this domain. 5. Conclusion In our final analysis, we found that none of the variables, including age, sex, total score of academic burnout, total score of alexithymia, total score of emotional intelligence, and semester, were statistically significant in the regression model. Our study, like others, measured academic performance via GPA, which may not be an accurate criterion due to the varying nature of the test design and the nonstandardized nature of grading. Consequently, GPA alone may not be a valid measure of academic performance, particularly in dentistry, where practical and clinical challenges are significant. As highlighted in our study, emotional intelligence, alexithymia, and academic burnout are critical factors affecting dental students’ experiences. Virtual studies can provide opportunities for enhanced support systems, such as online counseling services, peer support groups, and wellness programs, which can help students manage stress and maintain emotional well-being. Considering that our study was conducted during the COVID-19 pandemic, with virtual exams likely affecting grades, our findings may not accurately reflect true academic performance. Given these limitations, further studies should be conducted under more typical exam conditions and with larger sample sizes to validate our results. This suggests a need to reevaluate virtual exam procedures and closely monitor their impact to address potential issues. Given the pivotal role of youth in society, particularly in the healthcare sector, providing comprehensive scientific and practical training for future healthcare professionals is essential. This study provides the first predictive insight into academic performance based on emotional intelligence, academic burnout, and alexithymia in dental students at Kermanshah University of Medical Sciences, offering valuable information for educational authorities and policymakers in this field. In conclusion, our research emphasizes the importance of addressing emotional and psychological factors in dental education. By implementing interventions aimed at enhancing emotional intelligence and reducing burnout, educational institutions can better support students in achieving academic success and preparing for the demands of their future careers. Future research should continue to explore these relationships and develop evidence-based strategies to foster a healthier, more supportive learning environment for dental students. Abbreviations TAS-20 : Toronto Alexithymia Scale (20-item version) BCSQ-12-SS : Burnout Clinical Survey (12-item Short Scale) SPSS : Statistical Package for the Social Sciences GPA : Grade Point Average CI : Confidence Interval VIF : Variance Inflation Factor Declarations Ethics Approval and Consent to Participate This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki. Ethical approval was obtained from the Kermanshah University of Medical Sciences Ethics Committee (Ethical Approval Code: IR.KUMS.REC.1401.135). Informed consent was obtained from all participants prior to their involvement in the study, ensuring that they were fully aware of the study’s purpose, procedures, and their right to withdraw at any time without penalty. Clinical trial number: not applicable. Consent for Publication All authors have consented to the publication of this research. Participants were informed that their anonymized data may be included in publications resulting from this study, and they provided consent for this use. Availability of Data and Materials The datasets generated and analyzed during the current study are available from the corresponding author upon reasonable request. Data will be shared in accordance with ethical guidelines and confidentiality regulations. Competing Interests The authors declare that they have no competing interests related to this research. There are no financial or personal relationships that could influence the outcomes or interpretations of this study. Funding This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. The study was conducted independently by the authors without external financial support. Authors’ Contributions All authors contributed to the conception and design of the study, data collection, analysis, and interpretation of the results. Specifically, SM was responsible for study design, interpretation of results, and supervision. NT handled data collection and analysis. SJ managed the translation of the manuscript into English, writing the manuscript, and correspondence regarding submission. All authors were involved in drafting and revising the manuscript and have approved the final version for publication. Acknowledgements We would like to extend our heartfelt gratitude to the Dental School of Kermanshah University of Medical Sciences for their invaluable support and resources throughout this research. We also wish to express our sincere appreciation to all the participants who contributed to this study. Your willingness to engage and share your experiences has been instrumental in enriching our findings. This study would not have been possible without your invaluable participation. References MacCann C, Jiang Y, Brown LE, Double KS, Bucich M, Minbashian A. Emotional intelligence predicts academic performance: A meta-analysis. Psychological bulletin. 2020;146(2):150. Mafla AC, Divaris K, Herrera‐López HM, Heft MW. Self‐Efficacy and Academic Performance in Colombian Dental Students. Journal of dental education. 2019;83(6):697-705. Abouzeid E, Fouad S, Wasfy NF, Alkhadragy R, Hefny M, Kamal D. 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Journal of education and health promotion. 2021;10(1):252. Dickson H, Hedges EP, Ma SY, Cullen AE, MacCabe JH, Kempton MJ, et al. Academic achievement and schizophrenia: a systematic meta-analysis. Psychological Medicine. 2020;50(12):1949-65. Wafudu SJ, Bin Kamin Y. Quality assurance: a conceptual framework for teaching and learning standards in vocational and technical education programs. Quality Assurance in Education. 2024 18;32(2):213-31. Wang Q, Sun W, Wu H. Associations between academic burnout, resilience and life satisfaction among medical students: a three-wave longitudinal study. BMC Medical Education. 2022;22(1):248. Gundogan S. The relationship of covid-19 student stress with school burnout, depression and subjective well-being: Adaptation of the covid-19 student stress scale into turkish. The Asia-Pacific Education Researcher. 2023;32(2):165-76. Ríos‐Risquez MI, García‐Izquierdo M, Sabuco‐Tebar EdlÁ, Carrillo‐Garcia C, Solano‐Ruiz C. Connections between academic burnout, resilience, and psychological well‐being in nursing students: A longitudinal study. Journal of advanced nursing. 2018;74(12):2777-84. García-Hermoso A, Ramírez-Vélez R, Lubans DR, Izquierdo M. Effects of physical education interventions on cognition and academic performance outcomes in children and adolescents: a systematic review and meta-analysis. British journal of sports medicine. 2021;55(21):1224-32. Barańczuk U. The five factor model of personality and alexithymia: A meta-analysis. Journal of Research in Personality. 2019;78:227-48. Morice-Ramat A, Goronflot L, Guihard G. Are alexithymia and empathy predicting factors of the resilience of medical residents in France? International journal of medical education. 2018;(30)9:122. Faramarzi M, Khafri S. Role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. The Scientific World Journal. 2017;5430-21. Álvarez-Bueno C, Pesce C, Cavero-Redondo I, Sánchez-López M, Garrido-Miguel M, Martínez-Vizcaíno V. Academic achievement and physical activity: a meta-analysis. Pediatrics. 2017;140(6). Gilavand A, Shooriabi M. Investigating the relationship between mental health and academic achievement of dental students of Ahvaz Jundishapur University of Medical Sciences. Int J Med Res Health Sci. 2016;5(7S):328-33. Falahchai M, Taheri M, Neshandar Asli H, Babaee Hemmati Y, Pourseyedian S. A survey of the relationship between academic burnout and academic achievement of dental students of Guilan University of Medical Sciences. Research in Medical Education. 2021;12(4):70-9. Sánchez FM. Adaptación española de la escala de Alexitimia de Toronto (TAS-20). Clínica y salud. 1996;7(1):19. Besharat MA. Reliability and factorial validity of a Farsi version of the 20-item Toronto Alexithymia Scale with a sample of Iranian students. Psychological reports. 2007;101(1):209-20. Montero-Marin J, Monticelli F, Casas M, Roman A, Tomas I, Gili M, Garcia-Campayo J. Burnout syndrome among dental students: a short version of the" Burnout Clinical Subtype Questionnaire" adapted for students (BCSQ-12-SS). BMC medical education. 2011;11:1-11. Mohebbi SZ, Yazdani R, Talebi M, Pakdaman A, Heft MW, Bahramian H. Burn out among Iranian dental students: psychometric properties of burnout clinical subtype questionnaire (BCSQ-12-SS) and its correlates. BMC medical education. 2019;19:1-9. Goleman D. Emotional Intelligence, New York, NY, England. Bantam Books, Inc; 1995. Alipour N, Sangi S, Babamiri M, Arman P. Investigating the relationship between emotional intelligence and self-esteem with educational performance in paramedical students. Medicina Clínica Práctica. 2024;7(1):100398. Gharetepeh A, Safari Y, Pashaei T, Razaei M, Kajbaf MB. Emotional intelligence as a predictor of self-efficacy among students with different levels of academic achievement at Kermanshah University of Medical Sciences. Journal of advances in medical education & professionalism. 2015;3(2):50. Iyer P, Aziz K, Ojcius DM. Impact of COVID‐19 on dental education in the United States. Journal of dental education. 2020;84(6):718-22. Schlenz MA, Schmidt A, Wöstmann B, Krämer N, Schulz-Weidner N. Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): A cross-sectional study. BMC medical education. 2020;20:1-7. Rajab MH, Gazal AM, Alkattan K. Challenges to online medical education during the COVID-19 pandemic. Cureus. 2020;12(7):8966-8. Sahu P. Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus. 2020;12(4). Hannah A, Lim BT, Ayers KM. Emotional intelligence and clinical interview performance of dental students. Journal of Dental Education. 2009;73(9):1107-17. Parmar H, Sanyal P, Mane D, Kulkarni K, Patil S. Emotional Intelligence and its Correlation with Academic Performance of Dental Undergraduates. Indian Journal of Public Health Research & Development. 2019;10(10):53. Ravichandra K, Ravi G, Kandregula CR, Vundavalli S, Srikanth K, Lakhotia D. Emotional intelligence among dental undergraduate students: An indispensable and ignored aspect in dentistry. Journal of international oral health: JIOH. 2015;7(4):69. Haralur S, Majeed M, Afzal M, Chaturvedi S. Association of sociodemographic factors and emotional intelligence with academic performance in clinical and preclinical dental courses. Nigerian journal of clinical practice. 2019;22(8):1109-14. Aleisa MA, Abdullah NS, Alqahtani AAA, Aleisa JAJ, Algethami MR, Alshahrani NZ, editors. Association between alexithymia and depression among King Khalid University Medical students: An analytical cross-sectional study. Healthcare; 2022; 10 (9 ) :1703. Faramarzi M, Khafri S. Role of alexithymia, anxiety, and depression in predicting self‐efficacy in academic students. The Scientific World Journal. 2017;2017(1):5798372. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6376846","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":448718240,"identity":"42dbe8c7-fc60-4e58-a501-970a1e0dfbfe","order_by":0,"name":"Sahar Mafi","email":"","orcid":"","institution":"Dentistry faculty Tehran Medical Sciences, Islamic Azad University, Iran","correspondingAuthor":false,"prefix":"","firstName":"Sahar","middleName":"","lastName":"Mafi","suffix":""},{"id":448718241,"identity":"641d905c-9921-43e5-a163-9c1ea139dafa","order_by":1,"name":"Nikta Tajvar","email":"","orcid":"","institution":"","correspondingAuthor":false,"prefix":"","firstName":"Nikta","middleName":"","lastName":"Tajvar","suffix":""},{"id":448718242,"identity":"dd951e37-9f0b-495b-ab51-1fab3843ee9c","order_by":2,"name":"Sarah Jalalvand","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABCElEQVRIie2PsYrCQBCGJyyszQTbg4h5hYiwjSE+yDWRhbU6sLI5wYigjWB7L3Ht1YEFbTRpA2kujfWBzYHNTVJolWgp3H7F8LPMxz8LYDA8KQwQOtAqI/dpWIv4EQVplooqlegBBa6Krl4aFXd9LM6TToDtJfbOk2kafK41tcz81zrFO4z7zgdKfNFIIcnl12FEyk69RXUKKHAQGYLmoWOvciliUqxI1yru9sQuiHN0NZcXe5VIkRbNCmSKU4tGT7MdtcSByO60eNmJDxD32CNlgIkMRUYtYcNf3K1iub1573b3i2WO02Ao0nHx/TPz6w8rsTa3PKo2w6b1it9bHN5dNhgMhn/HHwmJWPBSKA1GAAAAAElFTkSuQmCC","orcid":"","institution":"Dentistry faculty Tehran Medical Sciences, Islamic Azad University, Iran","correspondingAuthor":true,"prefix":"","firstName":"Sarah","middleName":"","lastName":"Jalalvand","suffix":""}],"badges":[],"createdAt":"2025-04-04 14:08:32","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6376846/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6376846/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":89658273,"identity":"d776d19b-5323-49ec-81b4-b388cadec0be","added_by":"auto","created_at":"2025-08-22 10:39:00","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":950252,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6376846/v1/e2a54999-5b8c-4f9f-82e9-4140b1fc6b7b.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Role of Emotional Intelligence, Academic Burnout, and Alexithymia in Shaping Academic Outcomes for Dental Students","fulltext":[{"header":"1. Backgrounds","content":"\u003cp\u003eAcademic performance is a critical determinant of success in the field of dentistry, influencing not only the professional trajectory of dental students but also their self-efficacy and confidence in clinical practice (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e). As dental education becomes increasingly competitive and demanding, it is essential to explore the psychological factors that contribute to academic success (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e). Furthermore, the demanding nature of clinical dentistry, in combination with extensive theoretical knowledge, may lead to academic burnout and subsequently impact students' performance.(\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e)\u003c/p\u003e \u003cp\u003eEmotional intelligence refers to the capacity to recognize, understand, and manage one\u0026rsquo;s own emotions, as well as the emotions of others (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e). In the context of dental education, where effective communication and interpersonal skills are paramount, high emotional intelligence can enhance a student\u0026rsquo;s ability to interact with peers, faculty, and patients. Research has consistently shown that students with higher levels of emotional intelligence tend to perform better academically, as they are better equipped to handle the emotional demands of their studies and clinical interactions (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). They are more likely to engage in adaptive coping strategies, which can mitigate the stressors associated with rigorous academic environments (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eConversely, academic burnout is a pervasive issue among students and is characterized by emotional exhaustion, depersonalization, and a reduced sense of personal accomplishment (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e). This phenomenon is particularly concerning in the context of dental education, where students face high expectations and substantial workloads(\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e). Academic burnout can lead to disengagement, decreased motivation, and ultimately, lower academic performance(\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e). The cyclical nature of burnout can create a self-reinforcing loop, where poor academic outcomes contribute to heightened stress and emotional fatigue, further diminishing the student\u0026rsquo;s capacity to succeed (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAlexithymia, defined as difficulty in identifying and expressing emotions, presents another layer of complexity in understanding the psychological landscape of dental students. Individuals with alexithymia may struggle to articulate their feelings and may lack the emotional awareness necessary to navigate academic and clinical challenges effectively (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e). This emotional disconnect can hinder their ability to cope with stress and may exacerbate feelings of burnout. Consequently, alexithymia can adversely affect academic performance, as students may find it challenging to seek help or utilize available resources to manage their emotional well-being (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDespite the increasing recognition of these psychological constructs, there remains a significant gap in the literature regarding their interrelationships and collective influence on academic performance, specifically within the dental student population (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Previous studies have explored these factors in broader educational contexts; however, the unique challenges faced by dental students necessitate focused investigation (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e). Understanding how emotional intelligence, academic burnout, and alexithymia interact can provide valuable insights into the mechanisms that underlie academic success and failure in this field (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThis study aims to fill this critical gap by examining the predictive relationships between emotional intelligence, academic burnout, and alexithymia and academic performance among dental students. By employing a comprehensive approach that considers these psychological factors, this research aims to illuminate the complex dynamics that affect students\u0026rsquo; educational outcomes. The findings of this study have the potential to inform targeted interventions and support systems that can enhance the academic experience of dental students, ultimately contributing to their professional development and well-being.\u003c/p\u003e \u003cp\u003eThis study was conducted after the reopening of universities following the COVID-19 pandemic. The shift to online education and evaluations, particularly accelerated by the COVID-19 pandemic, has introduced significant changes to the assessment landscape in dental education. This transition has implications not only for academic performance but also for the emotional and psychological well-being of students. Understanding these impacts is crucial, especially in light of our findings regarding emotional intelligence, alexithymia, and academic burnout among dental students.\u003c/p\u003e \u003cp\u003eIn conclusion, this research aspires to contribute to the existing body of literature by providing a nuanced understanding of the psychological challenges faced by dental students. By fostering a deeper awareness of the interplay between emotional intelligence, academic burnout, and alexithymia, educators and mental health professionals can better equip students to navigate the demands of dental education and thrive in their future careers.\u003c/p\u003e"},{"header":"2. Methods","content":"\u003cp\u003eThis study aims to investigate the relationships between emotional intelligence, academic burnout, and alexithymia in predicting academic performance among dental students, with the goal of informing targeted interventions to enhance academic outcomes. Utilizing a cross-sectional, descriptive analytical design, the research examines these psychological factors at a single point in time. Conducted in 2023 at Kermanshah University of Medical Sciences, the study targets dental students in their fifth semester or later, providing insights into the unique psychological challenges they face amid the demands of dental education and the effects of the COVID-19 pandemic.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Participants\u003c/h2\u003e \u003cp\u003eThe present study is a cross-sectional, descriptive analytical investigation conducted at Kermanshah University of Medical Sciences in 2023. The participants included dental students who had progressed beyond their basic sciences and were in their fifth semester or later. Students who declined to participate were excluded from the study. Prior to data collection, the participants clearly communicated that their identifying information, such as names or identification numbers, would not be collected, ensuring confidentiality. The participants were informed at the beginning of the questionnaire that their involvement in the research was voluntary. Those who provided consent completed the questionnaire. (Ethical Approval Code: IR.KUMS.REC.1401.135)\u003c/p\u003e \u003cp\u003eBecause the relationship between alexithymia and academic performance has not been studied before, we estimated the sample size on the basis of previous studies on the relationship between academic burnout and mental health (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). To determine the necessary sample size for detecting a correlation, a correlation coefficient of 0.3 was assumed, with a 95% confidence level and 80% power. On the basis of these parameters, a sample size of 113 participants was calculated to ensure adequate statistical power. Consequently, a total of 113 individuals were recruited for the study. Data analysis was performed via SPSS statistical software, employing descriptive statistics (including frequency, percentage frequency, mean, and standard deviation), Pearson\u0026rsquo;s correlation, and multiple linear regression analyses. Statistical significance was set at a p value of \u0026lt;\u0026thinsp;0.05.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.2. Instruments\u003c/h2\u003e \u003cp\u003eIn this study, demographic data of the participants were collected alongside standardized questionnaires with established reliability and validity.\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eToronto Alexithymia Scale (TAS-20)\u003c/b\u003e: The TAS-20 is a widely used instrument for measuring alexithymia and consists of 20 items that assess three dimensions: difficulty in identifying emotions, difficulty in articulating emotions, and externally oriented thinking (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e). Each item is rated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). Higher scores indicate greater levels of alexithymia. The composite score is calculated by summing the scores from all the items, with higher total scores reflecting a greater degree of alexithymia. The Persian version of the TAS-20 has been validated in both clinical and nonclinical populations and has demonstrated good reliability (Cronbach\u0026rsquo;s alpha\u0026thinsp;\u0026gt;\u0026thinsp;0.70) (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eBurnout Clinical Survey (BCSQ-12-SS)\u003c/b\u003e: The BCSQ-12-SS is a 12-item questionnaire designed to evaluate academic burnout among clinical students(\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). Three key factors are measured: workload, lack of personal development, and feelings of neglect. Each item is rated on a six-point Likert scale from 0 (never) to 6 (every day). Total scores are calculated by summing the responses, with higher scores indicating greater levels of burnout. The Persian version has undergone rigorous validation processes, showing satisfactory reliability (Cronbach\u0026rsquo;s alpha\u0026thinsp;\u0026gt;\u0026thinsp;0.80) (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eGoleman\u0026rsquo;s Emotional Intelligence Questionnaire\u003c/b\u003e: This instrument, adapted by Mansouri (2010), assesses emotional intelligence across various dimensions, including self-awareness, self-regulation, spontaneity, empathy, and social skills (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e). The questionnaire comprises 70 items rated on a five-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). Each participant receives six separate scores: one comprehensive score for overall emotional intelligence and individual scores for each of the five components. The Persian version of this questionnaire has been validated and has good internal consistency (Cronbach\u0026rsquo;s alpha\u0026thinsp;\u0026gt;\u0026thinsp;0.75) (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e).\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003e2.3. Statistical analysis\u003c/h2\u003e \u003cp\u003eData analysis was performed via SPSS statistical software (version 21). The analysis consisted of the following steps:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eDescriptive statistics\u003c/b\u003e: Descriptive statistics were computed to summarize the demographic characteristics of the participants and the scores on the TAS-20, BCSQ-12-SS, and Goleman\u0026rsquo;s Emotional Intelligence Questionnaire. This included calculating means, standard deviations, and frequency distributions.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eCorrelation analysis\u003c/b\u003e: Pearson\u0026rsquo;s correlation coefficients were calculated to assess the relationships between alexithymia, academic burnout, emotional intelligence, and academic performance. This analysis helps to identify the strength and direction of the linear relationships between these variables.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eMultiple linear regression\u003c/b\u003e: To determine the predictive power of emotional intelligence, academic burnout, and alexithymia for academic performance, multiple linear regression analyses were conducted. The model included the independent variables (emotional intelligence, academic burnout, and alexithymia) and the dependent variable (academic performance). Prior to conducting the regression analysis, assumptions of linearity, normality, homoscedasticity, and multicollinearity were checked. Variance inflation factors (VIFs) were calculated to assess multicollinearity, with values above 10 indicating potential issues.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eStatistical significance\u003c/b\u003e: A p value of \u0026lt;\u0026thinsp;0.05 was considered statistically significant for all analyses. Confidence intervals (CIs) for the regression coefficients were also reported to provide an estimate of the precision of the parameter estimates.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eHandling Missing Data\u003c/b\u003e: Any missing data were addressed via the \u0026ldquo;insert method, e.g., listwise deletion, multiple imputation\u0026rdquo;, ensuring that the integrity of the dataset was maintained while minimizing bias.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.4. Ethical considerations\u003c/h2\u003e \u003cp\u003e This study adhered to ethical guidelines for research involving human subjects. Informed consent was obtained from all participants, and the data were anonymized to protect the participants\u0026rsquo; identities. The participants were informed of their right to withdraw from the study at any time without penalty.\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Results","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Participant Demographics\u003c/h2\u003e \u003cp\u003eA total of 113 dental students from the Faculty of Dentistry at Kermanshah University of Medical Sciences participated in this study. The mean age of the respondents was 24.19 years (SD\u0026thinsp;=\u0026thinsp;2.87). Among the participants, 37.17% were male (n\u0026thinsp;=\u0026thinsp;42), and 62.83% were female (n\u0026thinsp;=\u0026thinsp;71).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Academic Burnout and Alexithymia Scores\u003c/h2\u003e \u003cp\u003eThe analysis revealed that the total scores for the academic burnout index ranged from a minimum of 15 to a maximum of 60, with a mean mean score of 40.43 (SD\u0026thinsp;=\u0026thinsp;9). For alexithymia, male participants reported a mean score of 61.23 (SD\u0026thinsp;=\u0026thinsp;11.71), whereas female participants had a mean score of 58.00 (SD\u0026thinsp;=\u0026thinsp;11.74), indicating higher levels of alexithymia among males (see Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e for detailed scores).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive statistics of the main variables and their amounts (N\u0026thinsp;=\u0026thinsp;113)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVariable Dimensions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAverage (Standard Deviation)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLowest Score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eHighest Score\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAlexithymia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty in Identifying Feelings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e37.21 (5.67)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty in Expressing Feelings\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14.98 (3.65)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExternally Oriented Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e22.84 (4.87)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal Score\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e4.87 (11.78)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e93\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmotional Intelligence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSelf-Awareness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e59.20 (5.63)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e39\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSelf-Regulation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e24.53 (5.51)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSelf-Motivation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e22.29 (5.62)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e34\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEmpathy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21.49 (4.61)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSocial Skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e18.09 (4.08)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal Score\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e15.84 (22.08)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e155\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic Burnout\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOverload\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e13.11 (3.30)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of Progress\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e13.18 (4.22)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNeglect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e14.13 (3.49)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal Score\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e40.43 (9.00)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e60\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIn terms of academic burnout, male participants had a mean score of 41.35 (SD\u0026thinsp;=\u0026thinsp;8.66), whereas female participants had a mean score of 39.88 (SD\u0026thinsp;=\u0026thinsp;9.22). This suggests that male students experienced higher levels of academic burnout than their female counterparts did (see Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e for detailed scores).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive statistics of the main research variables by gender (N\u0026thinsp;=\u0026thinsp;113)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMan\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eThe dimensions of the variables\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNumber\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(standard deviation) average\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNumber\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(standard deviation) average\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(37.2) 23.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(3.43) 25.04\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eAcademic Performance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(1.07) 15.91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(1.06) 15.61\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eAlexithymia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty identifying emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(4.90) 20.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(62.6) 22.73\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDifficulty expressing emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(3.71) 14.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(3.59) 15.07\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eExternally oriented thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(5.15) 22.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(4.36) 23.42\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003etotal score\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(11.74) 58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(11.71) 23.61\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eEmotional Intelligence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eself-awareness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(5.44) 25.01\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(5.91) 23.73\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSelf-regulatory\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(5.59) 22.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(5.44) 22.42\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003espontaneity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(5.66) 21.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(5.62) 21.59\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSympathy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(4.69) 17.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(4.48) 18.47\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003esocial skill\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(3.80) 15.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(4.56) 15.88\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003etotal score\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(21.86) 102.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(22.73) 11.102\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eAcademic exhaustion\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eadditional load\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(4.90) 20.56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(62.6) 22.73\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003elack of progress\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(3.71) 14.92\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(3.59) 07.15\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003enegligence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(5.15) 22.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(4.36) 23.42\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003etotal score\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e(9.22) 39.88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(8.66) 41.35\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.3. Correlation analysis\u003c/h2\u003e \u003cp\u003ePearson\u0026rsquo;s correlation analysis was conducted to explore the relationships between emotional intelligence dimensions and alexithymia. The results indicated a significant positive correlation between social skills (a dimension of emotional intelligence) and alexithymia scores (r\u0026thinsp;=\u0026thinsp;0.361, p\u0026thinsp;=\u0026thinsp;0.001). Notably, social skills exhibited the strongest correlation with alexithymia (r\u0026thinsp;=\u0026thinsp;0.411, p\u0026thinsp;=\u0026thinsp;0.001), suggesting that difficulties in emotional expression are associated with lower social skills (see Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e for detailed scores).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCorrelation matrix among the main research variables (N\u0026thinsp;=\u0026thinsp;113)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCorrelation \u0026reg;\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ep-value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAcademic Burnout\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExtra Load\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLack of Progress\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.574\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.348\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.002\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal Grade\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.771\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;0.001\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAlexithymia\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProblem Identifying Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.826\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDifficulty Expressing Emotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.826\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eExternally Oriented Thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.010\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.911\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmotional Intelligence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-Awareness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.026\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.777\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-Regulation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.048\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.606\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSelf-Motivation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.965\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmpathy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.064\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.496\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.084\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.371\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGPA (Grade Point Average)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.109\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.247\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.4. Regression Analysis\u003c/h2\u003e \u003cp\u003eMultiple linear regression analysis was performed to identify the factors influencing academic performance. The model, which included age, gender, total scores for academic burnout, alexithymia, emotional intelligence, and academic semester, explained approximately 8% of the variance in academic performance scores. However, none of the variables reached statistical significance.\u003c/p\u003e \u003cp\u003eSpecifically, for each one-unit increase in the academic burnout score, there was a marginal increase of 0.018 in the average academic performance score, which was not statistically significant. Additionally, the average academic performance score for male students was 0.360 points lower than that for female students, a difference that also lacked statistical significance (see Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e for detailed scores).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMultiple regression of factors related to academic performance in participants (N\u0026thinsp;=\u0026thinsp;113)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003cp\u003eDependent\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003evariables\u003c/p\u003e \u003cp\u003eIndependent\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCoef\u003csup\u003e1\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStd. Err\u003csup\u003e2\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eT\u003csup\u003e3\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eP\u0026gt;|t\u003csup\u003e4\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e \u003cp\u003e95% Conf. Interval\u003csup\u003e5\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003e\u003cb\u003eAcademic Performance\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.040\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.597\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0/058\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003esex\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.360\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.215\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-1/67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.097\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.066\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.788\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eThe total score of academic burnout\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.011\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e67/1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.097\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.041\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.003\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal score of alexithymia\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.0006\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.009\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.947\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0/018\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eTotal emotional intelligence score\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.006\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.005\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e32/1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.191\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.003\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003esemester\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.046\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.061\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.453\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.168\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e-0.075\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"8\"\u003e1. Coef: Coefficient 2. Std. Err: Standard error of the coefficient3. t: t-statistic used to determine if the coefficient is significantly different from zero.4. P\u0026gt;|t|: p-value indicating statistical significance; values less than 0.05 generally suggest significant relationships.5. 95% Conf. Interval: The range within which the true coefficient is expected to fall with 95% confidence\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"4. Discussion","content":"\u003cp\u003eThe findings of this study provide significant insights into the emotional and psychological factors affecting dental students at Kermanshah University of Medical Sciences. Among the 113 participants, the mean age was 24.19 years (SD\u0026thinsp;=\u0026thinsp;2.87), with a gender distribution of 37.17% male (n\u0026thinsp;=\u0026thinsp;42) and 62.83% female (n\u0026thinsp;=\u0026thinsp;71). The average emotional intelligence index score was 15.84 (SD\u0026thinsp;=\u0026thinsp;22.08), indicating a relatively low level of emotional intelligence among the participants. Additionally, the mean score for the alexithymia index was 4.87 (SD\u0026thinsp;=\u0026thinsp;11.78), suggesting that many students may struggle with identifying and expressing their emotions.\u003c/p\u003e \u003cp\u003eIn terms of gender differences, the mean alexithymia scores were 61.23 (SD\u0026thinsp;=\u0026thinsp;11.71) for males and 58.00 (SD\u0026thinsp;=\u0026thinsp;11.74) for females, whereas the mean academic burnout scores were 41.35 (SD\u0026thinsp;=\u0026thinsp;8.66) for males and 39.88 (SD\u0026thinsp;=\u0026thinsp;9.22) for females. These results suggest a greater prevalence of academic burnout in males than in females, which aligns with the literature indicating that male students may experience greater stressors in academic environments, potentially due to societal expectations or coping styles.\u003c/p\u003e \u003cp\u003eThe Pearson correlation analysis revealed a significant correlation between emotional intelligence\u0026mdash;particularly social skills\u0026mdash;and the alexithymia score, specifically regarding difficulties in expressing emotions. This finding supports the literature that emphasizes the role of emotional intelligence in managing emotional challenges, particularly in high-stress environments such as dental education. Further analysis indicated that the strongest correlation among all dimensions of emotional intelligence was with the alexithymia score, which is related to difficulty identifying emotions. This highlights the critical need to develop emotional awareness among dental students, as difficulties in emotional identification can hinder effective communication and patient interactions in clinical settings.\u003c/p\u003e \u003cp\u003eSubsequent regression analysis, which included age, gender, total scores for academic burnout, alexithymia, emotional intelligence, and academic semester, demonstrated that none of these factors significantly impacted academic performance within the regression model. This finding raises important questions about the complexity of academic performance and suggests that unmeasured factors, such as personal circumstances, support systems, or intrinsic motivation, may play significant roles in academic success. Future research could explore these dimensions more thoroughly, perhaps using qualitative methods to gain deeper insights into the lived experiences of dental students.\u003c/p\u003e \u003cp\u003eOur research identifies a notable gap in the literature concerning the interrelationship between emotional intelligence, alexithymia, academic burnout, and academic achievement. Specifically, we found that the average alexithymia score of 59.2 in our study is higher than those reported in previous studies, such as the average of 51.2 reported in female students at Islamic Azad University of Ahvaz. Similarly, research conducted at Tabriz University and Shahid Chamran University reported alexithymia scores of 48.52 and 49.1, respectively. This suggests that dental students may experience elevated levels of alexithymia, highlighting the need for targeted interventions to address this issue, particularly given the clinical demands of the discipline. We propose workshops and tailored solutions to help manage these conditions effectively, including training programs focused on emotional regulation, communication skills, and stress management.\u003c/p\u003e \u003cp\u003eIn terms of academic performance, our study revealed a score of 15.79 and an emotional intelligence score of 102.26 among dental students. Comparatively, a study indicated that medical sciences students with high academic achievement had higher scores for self-efficacy (39.78\u0026thinsp;\u0026plusmn;\u0026thinsp;5.82) and emotional intelligence (117.07\u0026thinsp;\u0026plusmn;\u0026thinsp;10.33) than did those with lower academic achievement (39.17\u0026thinsp;\u0026plusmn;\u0026thinsp;5.91, 112.07\u0026thinsp;\u0026plusmn;\u0026thinsp;13.23). This suggests that emotional intelligence may play a role in academic success; however, our findings do not support this notion. The discrepancy may be attributed to differences in the nature of assessments across disciplines, where practical skills and clinical competencies are emphasized in dentistry compared with theoretical knowledge in other fields (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWith respect to academic burnout, we recorded an average score of 40.43 among dental students, which is higher than the documented scores of 31.24 at Isfahan University of Medical Sciences and 29.6 reported in a comprehensive study of Iranian dental students (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e). This difference indicates a potentially higher level of burnout at Kermanshah Dental School, necessitating further investigation into the specific stressors that contribute to this phenomenon. Factors such as heavy workloads, clinical demands, and the competitive nature of dental education may exacerbate feelings of burnout. Educational authorities should consider implementing support systems, such as counseling services and peer support groups, to address these challenges effectively.\u003c/p\u003e \u003cp\u003eNotably, our analysis revealed a correlation between emotional intelligence (specifically the social skill subscale) and the alexithymia score (particularly the difficulty expressing emotions subscale), which is documented for the first time in this study. This correlation emphasizes the need to integrate emotional intelligence training into the dental curriculum to enhance students\u0026rsquo; ability to communicate effectively and manage their emotions in clinical settings.\u003c/p\u003e \u003cp\u003eThe analysis further indicated that difficulty in identifying emotions was linked with underachievement, whereas externally oriented thinking was associated with a lack of progress. Self-awareness was negatively associated with neglect, and self-regulation was negatively related to overload. These findings underscore the importance of emotional intelligence components in academic settings, suggesting that fostering self-awareness and self-regulation among students could mitigate feelings of neglect and overload.\u003c/p\u003e \u003cp\u003eBy conducting this study after the COVID-19 pandemic, the educational landscape has irrevocably changed. The rapid transition to online learning and virtual assessments during the pandemic has provided valuable insights into the potential benefits and challenges of virtual study, particularly in the field of dentistry. While traditional in-person education remains vital, there are compelling reasons to continue integrating virtual study into dental education moving forward (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe implications of online evaluations for academic performance are multifaceted. The challenges posed by online evaluations may also interact with students\u0026rsquo; emotional processing abilities. As indicated by our findings, many dental students presented elevated levels of alexithymia, characterized by difficulties in identifying and expressing emotions. In an online learning environment, the lack of face-to-face interaction may further hinder students\u0026rsquo; ability to navigate their emotional experiences, making it more challenging to seek help or express their feelings of stress and anxiety. Students with high levels of alexithymia may struggle to articulate their emotional responses to the pressures of online evaluations, potentially leading to a cycle of unaddressed emotional distress (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e). This can impact not only their academic performance but also their overall well-being and readiness to engage with patients in clinical settings. The pressure to perform well in an online environment may exacerbate feelings of academic burnout. Students may feel compelled to overprepare or engage in unhealthy study habits, leading to increased stress and anxiety (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). Our findings indicate that academic burnout was notably high among participants, particularly males, which could be linked to the pressures of online assessments that demand high levels of self-regulation and motivation.\u003c/p\u003e \u003cp\u003eDespite our findings, we did not observe a significant relationship between emotional intelligence and academic performance. Previous research has explored this link, suggesting that emotional intelligence is necessary for enhanced academic progress, particularly in clinical courses(\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e). Studies (\u003cspan additionalcitationids=\"CR33\" citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e) conducted in India reported a correlation between emotional intelligence and academic performance, particularly in clinical courses, as well as its association with various factors, such as gender, sleep, family interactions, socializing, physical activity, leisure activities, and career choices. Successful dental hygienists often demonstrate high levels of intelligence, as reflected in their GPA, alongside strong communication skills, empathy, and effective interpersonal interaction abilities. The discrepancies between our findings and those of previous studies may be attributed to differences in educational settings, cultural contexts, or assessment methodologies (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e). The discrepancies between our findings and those of previous studies may be attributed to differences in educational settings, cultural contexts, or assessment methodologies.\u003c/p\u003e \u003cp\u003eAdditionally, our study revealed no significant relationship between academic burnout and academic performance. In contrast, a study conducted among dental students at Gilan University of Medical Sciences reported a significant relationship between academic burnout and academic achievement (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). While the average academic burnout score in our study (40.43) is close to that reported in the aforementioned study, we did not find a significant relationship, suggesting that the dynamics of burnout and performance may vary across different educational contexts. This highlights the need for further research to explore the underlying mechanisms that link burnout to academic outcomes.\u003c/p\u003e \u003cp\u003eFurthermore, our findings indicate no significant correlation between alexithymia and academic performance. A study conducted in 2022 explored the association between alexithymia and depression among medical students at Shah Khaled University in Saudi Arabia and revealed a significant relationship between depression and alexithymia(\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e). This underscores the complexity of emotional factors influencing academic outcomes, as well as the need for further exploration of these relationships. Understanding how alexithymia interacts with other psychological constructs, such as anxiety and depression, could provide a more comprehensive view of the factors impacting academic performance (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eOn the basis of our research findings, we note that there have been no previous reports on the connection between alexithymia and academic performance. Our study addresses this issue for the first time, presenting an initial attempt to forecast academic performance on the basis of emotional intelligence, academic burnout, and alexithymia among dental students at Kermanshah University of Medical Sciences. The outcomes of this study offer valuable insights into the factors influencing academic success, serving as important information for educational authorities and policymakers in this domain.\u003c/p\u003e"},{"header":"5. Conclusion","content":"\u003cp\u003eIn our final analysis, we found that none of the variables, including age, sex, total score of academic burnout, total score of alexithymia, total score of emotional intelligence, and semester, were statistically significant in the regression model. Our study, like others, measured academic performance via GPA, which may not be an accurate criterion due to the varying nature of the test design and the nonstandardized nature of grading. Consequently, GPA alone may not be a valid measure of academic performance, particularly in dentistry, where practical and clinical challenges are significant.\u003c/p\u003e \u003cp\u003eAs highlighted in our study, emotional intelligence, alexithymia, and academic burnout are critical factors affecting dental students\u0026rsquo; experiences. Virtual studies can provide opportunities for enhanced support systems, such as online counseling services, peer support groups, and wellness programs, which can help students manage stress and maintain emotional well-being. Considering that our study was conducted during the COVID-19 pandemic, with virtual exams likely affecting grades, our findings may not accurately reflect true academic performance. Given these limitations, further studies should be conducted under more typical exam conditions and with larger sample sizes to validate our results.\u003c/p\u003e \u003cp\u003eThis suggests a need to reevaluate virtual exam procedures and closely monitor their impact to address potential issues. Given the pivotal role of youth in society, particularly in the healthcare sector, providing comprehensive scientific and practical training for future healthcare professionals is essential. This study provides the first predictive insight into academic performance based on emotional intelligence, academic burnout, and alexithymia in dental students at Kermanshah University of Medical Sciences, offering valuable information for educational authorities and policymakers in this field.\u003c/p\u003e \u003cp\u003eIn conclusion, our research emphasizes the importance of addressing emotional and psychological factors in dental education. By implementing interventions aimed at enhancing emotional intelligence and reducing burnout, educational institutions can better support students in achieving academic success and preparing for the demands of their future careers. Future research should continue to explore these relationships and develop evidence-based strategies to foster a healthier, more supportive learning environment for dental students.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cul type=\"disc\"\u003e\n \u003cli\u003e\u003cstrong\u003eTAS-20\u003c/strong\u003e: Toronto Alexithymia Scale (20-item version)\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eBCSQ-12-SS\u003c/strong\u003e: Burnout Clinical Survey (12-item Short Scale)\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eSPSS\u003c/strong\u003e: Statistical Package for the Social Sciences\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eGPA\u003c/strong\u003e: Grade Point Average\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eCI\u003c/strong\u003e: Confidence Interval\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eVIF\u003c/strong\u003e: Variance Inflation Factor\u003c/li\u003e\n\u003c/ul\u003e\n"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics Approval and Consent to Participate\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;This study was conducted in accordance with the ethical principles outlined in the Declaration of Helsinki. Ethical approval was obtained from the Kermanshah University of Medical Sciences Ethics Committee (Ethical Approval Code: IR.KUMS.REC.1401.135). Informed consent was obtained from all participants prior to their involvement in the study, ensuring that they were fully aware of the study\u0026rsquo;s purpose, procedures, and their right to withdraw at any time without penalty. Clinical trial number: not applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;All authors have consented to the publication of this research. Participants were informed that their anonymized data may be included in publications resulting from this study, and they provided consent for this use.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of Data and Materials\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;The datasets generated and analyzed during the current study are available from the corresponding author upon reasonable request. Data will be shared in accordance with ethical guidelines and confidentiality regulations.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;The authors declare that they have no competing interests related to this research. There are no financial or personal relationships that could influence the outcomes or interpretations of this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. The study was conducted independently by the authors without external financial support.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026rsquo; Contributions\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;All authors contributed to the conception and design of the study, data collection, analysis, and interpretation of the results. Specifically, SM was responsible for study design, interpretation of results, and supervision. NT handled data collection and analysis. SJ managed the translation of the manuscript into English, writing the manuscript, and correspondence regarding submission. All authors were involved in drafting and revising the manuscript and have approved the final version for publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003cbr\u003e\u0026nbsp;We would like to extend our heartfelt gratitude to the Dental School of Kermanshah University of Medical Sciences for their invaluable support and resources throughout this research. We also wish to express our sincere appreciation to all the participants who contributed to this study. Your willingness to engage and share your experiences has been instrumental in enriching our findings. This study would not have been possible without your invaluable participation.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eMacCann C, Jiang Y, Brown LE, Double KS, Bucich M, Minbashian A. Emotional intelligence predicts academic performance: A meta-analysis. 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Journal of international oral health: JIOH. 2015;7(4):69.\u003c/li\u003e\n\u003cli\u003eHaralur S, Majeed M, Afzal M, Chaturvedi S. Association of sociodemographic factors and emotional intelligence with academic performance in clinical and preclinical dental courses. Nigerian journal of clinical practice. 2019;22(8):1109-14.\u003c/li\u003e\n\u003cli\u003eAleisa MA, Abdullah NS, Alqahtani AAA, Aleisa JAJ, Algethami MR, Alshahrani NZ, editors. Association between alexithymia and depression among King Khalid University Medical students: An analytical cross-sectional study. Healthcare; 2022;\u003cem\u003e10\u003c/em\u003e(9\u003cem\u003e)\u003c/em\u003e:1703.\u003c/li\u003e\n\u003cli\u003eFaramarzi M, Khafri S. Role of alexithymia, anxiety, and depression in predicting self‐efficacy in academic students. The Scientific World Journal. 2017;2017(1):5798372.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Academic performance, Emotional intelligence, Alexithymia, Dental students, Education, Dental, Psychological phenomena, Emotions","lastPublishedDoi":"10.21203/rs.3.rs-6376846/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6376846/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eThis study investigated the relationships among emotional intelligence, academic burnout, and alexithymia in predicting academic achievement among dental students. Academic performance is crucial for career advancement and self-confidence in clinical practice. Previous research has linked alexithymia to mental health issues such as depression and anxiety, suggesting that emotional intelligence and burnout may also significantly influence academic outcomes. This study aims to address the limited research in this area.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eThis cross-sectional study at Kermanshah University of Medical Sciences in 2023 involved 113 dental students in their fifth semester or later. Participants completed demographic information and standardized questionnaires: the Toronto Alexithymia Scale (TAS-20), Burnout Clinical Survey (BCSQ-12-SS), and Goleman\u0026rsquo;s Emotional Intelligence Questionnaire. Data were analyzed using SPSS (version 21) for descriptive statistics, Pearson\u0026rsquo;s correlations, and multiple linear regression to identify predictors of academic performance, with a significance level of p\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe results revealed that male students had significantly greater average scores for alexithymia (M\u0026thinsp;=\u0026thinsp;61.23, SD\u0026thinsp;=\u0026thinsp;11.71) and academic burnout (M\u0026thinsp;=\u0026thinsp;41.35, SD\u0026thinsp;=\u0026thinsp;8.66) than female students did (alexithymia: M\u0026thinsp;=\u0026thinsp;58, SD\u0026thinsp;=\u0026thinsp;11.74; burnout: M\u0026thinsp;=\u0026thinsp;39.88, SD\u0026thinsp;=\u0026thinsp;9.22) (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). The strongest correlation was found between alexithymia scores and emotional intelligence dimensions, particularly social skills (r\u0026thinsp;=\u0026thinsp;0.361, p\u0026thinsp;=\u0026thinsp;0.001). However, regression analysis indicated that none of the variables significantly predicted academic performance (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eThe findings underscore the complex interplay between emotional intelligence, academic burnout, and alexithymia in academic achievement. Significant gender differences highlight the need for targeted interventions for male students. Despite the observed correlations, the lack of significant predictors for GPA suggests that further research is needed to explore additional psychological factors influencing academic success and to develop comprehensive assessment tools beyond traditional GPA metrics.\u003c/p\u003e","manuscriptTitle":"The Role of Emotional Intelligence, Academic Burnout, and Alexithymia in Shaping Academic Outcomes for Dental Students","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-28 17:52:38","doi":"10.21203/rs.3.rs-6376846/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5471a87b-ffda-47e2-a923-7adfee3ec0bb","owner":[],"postedDate":"April 28th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-08-22T10:38:47+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-28 17:52:38","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6376846","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6376846","identity":"rs-6376846","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}