Type of article:

Emotional Intelligence, Resilience and

Personality Traits Neuroticism and
Extraversion: Predictive Capacity In Academic
Efficacy
Ayu Namiera Ahamad Ruzi1, Asst. Prof. Dr. Abdul Rahman Fata NahasSecond2

ABSTRACT
Introduction: In light of the stressful situations brought on by the strict attendance and academic
requirements for healthcare practises in clinical settings, recent studies have demonstrated the
significance of fostering emotional intelligence (EI) and resilience inscience courses university
student, as well as knowing one's personality (extraversion versus neuroticism or emotional
instability), for better academic adherence. Objective: This study is aim to explore the correlation of
EI, resilience, neuroticism and extraversion with the academic efficacy among undergraduate health
sciences students at IIUM Kuantan campus. Methodology: A survey based cross-sectional study
will be conducted among undergraduate health sciences student at IIUM Kuantan Campus. A set of
questionnaires containing will be disseminated to the total of 365 students where the questionnaire
is closed ended. Before carrying out the study, the students’ consent was obtained and the students
was informed that the evaluation of the study is anonymous, voluntary and confidential.
Conclusion: Neuroticism and extraversion, together with EI and resilience, are factors that are
related to academic efficacy which correlates either positively or negatively. EI is significantly and
positively correlated to academic efficacy. However, resilience, neuroticism and extraversion are not
significantly related to academic efficacy. Neuroticism and extraversion have significant differences
across the year of study. None of these variables have significant differences between genders.

KEYWORDS:
Emotional Intelligence (EI), Resilience, Neuroticism, Extraversion, Academic efficacy

Authors’ Affiliation:
1
Kulliyyah of Pharmacy, International Islamic University Malaysia, Jalan Sultan Ahmad Shah, 25200
Kuantan, Pahang, Malaysia
2
Department of Pharmacy Practice, Kulliyyah of Pharmacy, International Islamic University Malaysia, Jalan
Sultan Ahmad Shah, 25200 Kuantan, Pahang, Malaysia.

Corresponding author:
Email address: [email protected]
1.0 INTRODUCTION

Greater perceptions of effectiveness make people more capable of overcoming

challenges and successfully completing complex activities (Cuartero & Tur, 2021).
These individuals frequently exhibit stronger self-assurance, engage in learning to a
larger extent, and perform better academically. Cuartero & Tur (2021) also noted that
it is reassuring for educational institutions to have students who are dedicated to
their studies, because these individuals typically exhibit higher degrees of drive for
success and academic achievement. As prior research has demonstrated that
learner skills, motivation, and talents do not entirely explain student achievement,
researchers have recently concentrated on the impact of additional non-cognitive
factors, such as personality traits, on academic performance (Zuffianò et al., 2013).
EI is a further variable of interest in the current investigation. Recently, scholars have
become interested in EI. Based on Goleman, EI accounts for 85% of human
accomplishment and that it is more significant than intelligence quotient (IQ)
(Adeyemo, 2007).

One's personality is fundamentally made up of their emotions. Therefore, EI is

crucial to both professional and individual survival. It is to be presumed that the
psychological factors which have the greatest impact on human personality are
emotions since it drives behaviour (Kant, 2019). Emotions are our powerful driving
forces because they encourage and compel us to take instant action and offer an
immediate solution to any problems. Kant (2019) also stated that people who
possess EI are able to identify their potential and apply it in both their personal and
professional lives. The notion of EI has gained a lot of popularity over the past 20
years as a measure of a person's knowledge, skills, and talents in the various
setting, personal life, and overall success. The incorporation of EI in higher
education is currently considered necessary since it will enable students to lessen
their academic pressure and to develop stronger decision-making skills. According to
Kant (2019), EI is a fastdeveloping notion and a contentious matter for dispute
among researchers as to whether or not EI determines a student's success in life.
Their post-academic lives will benefit from having EI as well, in addition to their
academic lives. Additionally, this idea grew stronger and was proven to be true,
supporting the idea that EI is crucial to success. EI is a concept that many
researchers and psychologists believe to be highly practical in nature and to be
absolutely necessary for a student's success in life. In today's competitive
environment and educational settings, students must succeed not just in terms of
their ability to reason, but also in terms of their EI, intrapersonal and interpersonal
skills, self-awareness, and self-control. Negative emotions are frequently repressed
or hidden by people. Positive psychological effects and increased personality
effectiveness from being able to control one's emotions enable people to handle
more stress.

Resilience on the other hand, in its most basic sense, is the capacity to
preserve or regain mental health in the face of hardship (Herrman et al., 2011).
Researchers from a variety of fields, including sociology, psychiatry, psychology, and
more recently biological fields including neuroscience, endocrinology, genetics, and
epigenetics are studying resilience. The primary distinction between the concepts is
between resilience as a personal quality and resilience as a dynamic process
(Herrman et al., 2011). According to Bonanno, a limited definition of resilience views
it as a personality feature that emerges from a single, brief event. Early study on
resilience centred on the specific abilities or characteristics, such cognitive
functioning, that assisted people in overcoming hardship (Herrman et al., 2011). On
the other hand, resilience was further described by other researchers as "the
protective factors processes or mechanisms that contribute to a good outcome,
despite experiences with stressors shown to carry significant risk for developing
psychopathology" (Herrman et al., 2011).

Other than that, "An individual's distinctive patterns of thought, emotion, and
behaviour, together with the psychological mechanisms - hidden or not - behind
those patterns," is how personality is defined. The motivational control that affects a
person's behaviour is described by this definition (Zhou, 2015). Accordance to the
Big Five model, there are five main personality traits that can be used to generally
categorise people: emotional instability (anxious, unconfident), extraversion
(sociable, active), agreeableness (cooperative, friendly) openness (imaginative,
intellectual), and conscientiousness (persistent, dependable) (Zhou, 2015). In the
study, it is noted that personality has an impact towards academic performance.
According to Clarck and Ro, emotional instability or neuroticism is linked to both
negation or emotional hyperventilation as well as personal suffering brought on by
ineffective problem-solving techniques (Cuartero & Tur, 2021). Therefore, this study
aims to explore the relationship of emotional intelligence, resilience, neuroticism and
extroversion with the perceived academic efficacy among undergraduate health
sciences students at IIUM Kuantan campus.

2.0 METHODOLOGY

2.1 Material
The survey was prepared through Google Form and hard copy form. The
questionnaire was distributed to IIUMK students via social media like WhatsApp. In
the survey, there will be three main parts which are used to assess the IE, resilience
and personality traits; i.e., neuroticism and extraversion of IIUMK undergraduate
students. The first component of the questionnaire assessing the IE of the students
by using Trait Emotional Intelligence Questionnaire (TEIQue) which consists of 30
short form questions. The participant is required to answer each statement by putting
a circle around the number that best reflects your degree of agreement or
disagreement with that statement. There are no right or wrong answers and there
are seven possible responses to each statement ranging from ‘Completely Disagree’
(number 1) to ‘Completely Agree’ (number 7).The second part of the questionnaire
assessing resilience of the students using the resilience appraisal scale (RAS).
There are 12 questions in total and the participant is required to circle the responses
that are most relevant to them. The response consists of strongly disagree, disagree,
neutral/unsure, agree and strongly agree.
Finally, the last part of the questionnaire utilizing the Short-scale Eysenck
Personality Questionnaire (EPQR-S) to analyze the students' personality traits. The
replies are dichotomies using the forced choice technique (YES – NO). The
personality test known as the EPQ was developed in 1975 by personality
psychologists Hans and Sybil Eysenck. The Eysenck Personality Inventory (Eysenck
& Eysenck, 1964) and the Maudsley Personality Inventory (Eysenck 1959) were the
original scales from which this one was improved and revised. The purpose of the
EPQ is to assess the three aspects of personality that are supported by the
psychoticism, extraversion, and neuroticism theory of personality developed by
Eysenck. The Likert-formatted scale was trimmed and altered in 1992 (Eysenck &
Eysenck, 1992) to include 48 items, or what is known as the EPQR-S.

The academic efficacy of the students is evaluated based on the students’

academic performance. The students CGPA is collected on a scale 1 to 4. (1= 2.0-
2.5) (2= 2.5-3) (3= 3.0-3.5) (4= 4.0-3.5).A precise description of the selection of your
observational or experimental subjects (patients or laboratory animals, including
controls) must be presented. A comprehensive depiction of the Materials and
Methods section is essential to enable reproducibility and the advancement of the
findings presented in this publication. State the methods, apparatus (including
manufacturer’s name and address in parenthesis), and procedures in sufficient detail
to allow others to reproduce the method. In the case(s) of established methods or
techniques, give references.

2.2 Method
A survey based cross-sectional study has been conducted among
undergraduate health sciences student at IIUM Kuantan Campus. A set of questions
has been disseminated to the total of 365 students where the questionnaire is closed
ended. Before carrying out the study, the students’ consent was obtained and the
students were informed that the evaluation of the study is anonymous, voluntary and
confidential. They also were given a short briefing regarding the study. Lastly, from
the questionnaire, the result is then interpreted.

2.3 Statistical Analysis

The data were keyed in and analysed using Statistical Package for the Social
Sciences (SPSS) version 22.0. A descriptive analysis was conducted to describe the
sample. The continuous variable was described using mean, standard deviation, and
median, accordingly. Between-group comparative analysis will be done using
inferential analysis. A Spearman’s Rank correlation was carried out on the academic
efficacy as a criterion variable in order to explore the correlation of the different
categories of variables that acted as independent variables. As regards to age,
Kruskal-Wallis test is carried out to observe the difference of the selected variables
across the year of study. Finally, the differences of these variables between two
genders are analysed by Mann-Whitney U test. In the result, statistical significance
was considered when p-value less than 0.05.

3. RESULTS

Table 1: Descriptive analysis of samples

Variables Mean SD Median

Emotional intelligence 4.43 0.67 4.33
Resilience 44.83 7.16 46.00
Neuroticism 20.15 3.10 20.00
Extraversion 20.95 2.66 21.00

Table 1 shows that the students have a high EI factor as well as resilience,
neuroticism and extraversion with the scores above the mean values.

3.1 Correlation analysis among the variables with academic efficacy.

Table 2: Correlation between variables with CGPA

Variables Correlation coefficient Sig.

Emotional intelligence 0.166 0.001
Resilience 0.071 0.179
Neuroticism 0.014 0.787
Extraversion 0.035 0.504

The academic efficacy measured by CGPA obtained a positive correlation

with the EI, resilience, neuroticism and extraversion. The indices show that the
correlation is small between these variables with the academic efficacy. Among
them, with low yet the most significant indices is the correlation between the EI and
the academic efficacy (r = 0.166, p < 0.01). This implies that individuals with higher
emotional intelligence tend to have slightly good academic achievement. Other
variables which are resilience, neuroticism and extraversion are correlated with
academic efficacy but not significantly with the indices (r = 0.071, p > 0.01; r = 0.014,
p > 0.01; r = 0.035, p > 0.01) respectively. (Table 2)
 3.2 Differences of the variables across the year of the study.

Table 3: Differences of variables across year of study

Variables Sig.
Emotional intelligence 0.127
Resilience 0.539
Neuroticism 0.034
Extraversion 0.007
Independent variable: year of study

Extraversion

Neuroticism

Resilience

EI

0 5 10 15 20 25 30 35 40 45 50

Year 4 Year 3 Year 2 Year 1

Figure 1: Differences according to year of study

In order to find the differences depending on the year of study, Kruskal-Wallis

test were carried out for each of the variables. By the year of study, the results
indicate that there are significant differences only in neuroticism (p= 0.034) and
extraversion (p=0.007). Both p values are < 0.05 which means that there is
significant difference between the students’ year of study with neuroticism and
extraversion. On the other hand, EI and resilience did not show significant
differences across the year of study with the indices (p=0.127) and (p=539)
respectively (table 3). Among studied IIUMK students, the rates of EI and resilience
decrease as the level of study increases. Neuroticism on the other hand is the
highest within Year 2 students and Year 3 students show that they are the most
stable. As in extraversion, the results indicate that students from Year 1 are the most
sociable (Figure 1).

3.3 Differences of the variables between gender

Table 4: Differences of variables between gender

Variables Sig
Emotional intelligence 0.126
Resilience 0.790
Neuroticism 0.213
Extraversion 0.577
Independent variable: gender

Extraversion

Neuroticism

Resilience

EI

0 5 10 15 20 25 30 35 40 45 50

Male Female

Figure 2: Differences according to gender

As regards to gender, Mann-Whitney U test was carried out in order to find

the differences between these variables and gender. The results show that none of
the variables have significant differences between gender where all the p values are
> 0.05. The small variations in mean also suggest that gender may not be a
significant factor in determining these variables. It should be noted that in general,
the results indicate minor variations between genders across the variables. Both
females and males particularly exhibit similar scores in EI, resilience, neuroticism
and extraversion with only slight differences (Table 4). The male’s group obtained
scores that were lowest in neuroticism which note that they are emotionally stable
than females. As for the EI, resilience and extraversion, females score higher than
male groups. It indicates that female group can handle their emotion well and can
face hardship (Figure 2).

4.0 DISCUSSIONS

In this study, we explored the academic efficacy among undergraduate

healthcare science students in IIUM Kuantan Campus based on EI scores,
resilience, neuroticism and extraversion while analyzing the potential moderator role
of gender and year of study in determining the EI, resilience, neuroticism and
extraversion.

4.1 EMOTIONAL INTELLIGENCE

The study indicates that the participants had a mean EI score of 4.43 which
can be considered high. In addition, the study shows a positive correlation between
emotional intelligence and academic efficacy, as evidenced by a correlation
coefficient of 0.166 (Sig. = 0.001), suggests that there is a statistically significant
relationship between these two variables with low yet the most significant among all
variables. This finding aligns with existing research in the field. The hypothesis of the
study has been successfully proven by this correlation between the two variables.
Academic efficacy is believed as one of a determinant in academic efficacy as it may
contribute to better academic performance. Since academic efficacy is significantly
correlated with EI, it can be said that people with skills to handle their emotions and
other people’s emotions tend to have efficient resources to cope with adversity
(Cuartero & Tur, 2021). As healthcare science students, stressful situations arising
from the workload themselves with a lot of practical work which might influence the
students' performance. In medical settings, higher EI has been linked to effective
leadership which has increased output and efficiency. Additionally, higher EI is linked
to lower levels of stress and anxiety and is predictive of improved academic success.
Additionally, there is evidence to suggest that EI may provide protection against
exhaustion (Bitar et al., 2023). According to Kant (2019), strong EI was associated
with significantly stronger interpersonal, intrapersonal, general mood, adaptation,
and stress management abilities. Therefore, it is vital and important for the science
healthcare students to have high EI in order for them to cope with the situation.
Moreover, previous study has suggested that enhancing prospective physicians' EI
has been shown to assist them not only manage the pressures of the working world,
but also realise their full academic and clinical potential (Bitar et al., 2023).

Apart from that, this study has not found any significant differences in EI scores
across the year of study. This suggests that having a lot of study experience does
not equate to having a high EI even though students who have study experience
may be exposed to a variety of viewpoints and circumstances, giving them the
chance to hone their leadership and communication abilities where it also helps them
better understand and control their own emotions as well as those of others (Bitar et
al., 2023). As regards gender, this study shows that there is no significant difference
between male and female. However, this study indicates that the female students
have slightly higher EI scores than male. This is crucial to note that female groups
can handle their emotions well.

4.2 RESILIENCE
Based on the result, the correlation between resilience and academic efficacy,
with a coefficient of 0.071 (Sig. = 0.179), suggests a weak positive relationship,
though statistically non-significant. While the correlation is not strong, it is essential
to consider the nuanced nature of the association between resilience and academic
efficacy. Existing literature has often highlighted the potential positive impact of
resilience on academic outcomes. The ability to resolve disagreement and seek out
social support in difficult circumstances are two factors that are linked to perceived
academic efficacy (Sarrionandia et al., 2018). In order to do so, resilience and EI
factors come into play as psychological constructs that strengthen the body and its
well-being. Sarrionandia et al. (2018) also stated that Individuals who are able to
seek guidance from friends, relatives, or experts in their field typically organise their
thoughts, which promotes peace of mind and wellbeing. In addition to that, a lack of
social support has also been linked to elements of burnout, such as a higher
likelihood of feeling depleted emotionally or of feeling inadequate about oneself
accomplishment (Thompson et al., 2016). Despite the lack of statistical significance
in this particular sample, it is crucial to recognize that resilience may still play a role
in shaping academic efficacy, albeit to a lesser extent. As described, resilience in the
context of education is the capacity of students to overcome obstacles and achieve
success. Therefore, this result might be relevant as healthcare science students
often have a heavy workload and might face difficulty in their studies. Hence, high
resilience is important alongside EI in achieving good academic performance. Apart
from that, the result indicates that the differences in resilience is not a significant
factor across level of study and gender. Nevertheless, it is noted that female
students have higher resilience than the male students. This is in line with a study by
Lee and Goldstain (2016) where women are more likely to seek social support when
confronted with adverse situations and challenges in life.

4.3 NEUROTICISM & EXTRAVERSION

As for the neuroticism, the results show that they are positively correlated to the
academic efficacy among students yet the relation is not significant. In the context of
academic efficacy, the lack of a significant correlation implies that higher levels of
neuroticism do not necessarily translate into lower academic performance or self-
perceived efficacy. According to Cuartero & Tur (2021), a person with neuroticism
may exhibit withdrawal behaviours and a loss of emotional and behavioural control,
which can cause them to feel personally distressed when they are unable to
effectively solve everyday situations. While neurotic individuals may experience
heightened emotional responses to stressors, it appears that this trait alone does not
consistently impact academic efficacy in the studied sample. Neuroticism may not be
universally disadvantageous; in some cases, individuals high in neuroticism might
harness their heightened emotional awareness to drive motivation and conscientious
effort. In addition, Zhou (2015) can emphasize that the result from the study is
reliable as it stated where prior research revealed motivation acted as a moderator in
the relationships between personality and performance.

By extraversion, the result indicates a very weak and statistically non-significant

relationship between these two variables. Extraversion is characterized by
sociability, assertiveness, and a preference for engaging with others. In the context
of academic efficacy, the lack of a significant correlation suggests that higher levels
of extraversion do not necessarily translate into higher self-perceived academic
competence. This can be said because for instance, certain academic tasks or
environments may be more conducive to extraverted individuals, while others may
not show a significant advantage. However, extraversion can be a desirable trait for
healthcare science students as they need to interact with the patient in the future.
Moreover, some literature also documented the extraverted person's motivational
roots where extraverted people are mainly driven by a desire to succeed and be
rewarded (Zhou, 2015). Hence, this can be motivation for them to secure their
desired academic performance as the healthcare field is not an easy course.
Nonetheless, the lack of a correlation shown in this study between extraversion and
academic achievement appears to imply that extraversion is merely a precondition
for external motivation, which is the primary factor influencing learning outcomes
(Zhou, 2015).

Apart from that, there is no difference in neuroticism and extraversion according

to gender. However, it shows that females tend to have higher rates of neuroticism
which shows that male groups are more emotionally stable than females. As for level
of study, both neuroticism and extraversion are different between each year. The
observed differences in neuroticism between academic years may result from a
confluence of elements pertaining to both personal growth and the academic
environment. First-year students frequently face additional stressors as they make
the adjustment to higher school, such as adjusting to increasing academic rigour and
social pressures. Over the course of their academic careers, students may gain
resilience and coping strategies, which could eventually result in a decrease in
neuroticism.

5.0 CONCLUSION

This study concludes that neuroticism and extraversion, together with EI and
resilience, are factors that are related to academic efficacy which correlates either
positively or negatively. EI is significantly and positively correlated to academic
efficacy. However, resilience, neuroticism and extraversion are not significantly
related to academic efficacy. Academic efficacy favours implication and success in
healthcare studies. As EI is a significant determinant in academic efficacy, therefore
having EI is essential among healthcare science students which aid the students to
cope with the workload in their chosen study. Nevertheless, resilience, neuroticism
and extraversion are also should be seen as fundamental tools as they also correlate
with academic efficacy even though it is not significant. It is vital in order to carry out
the courses they are taking at an excellent level as they will face greater and
complex challenges in the future involving direct interaction with other people. It also
can be concluded that some of the variables such as neuroticism and extraversion
have significant differences across the year of study; however, it suggests that
gender may not be a significant factor in determining EI, resilience, neuroticism and
extraversion.

This study has some limitations. It is a cross-sectional study with students

participating only from International Islamic University Kuantan Campus. This
suggests that the correlation obtained does not represent all the healthcare sciences
students, especially from other universities as the workload is possibly different. The
study can be improved by having different sources of information from other
universities as well. This study also has limitations on the sample as most of the
respondents are female students. State the main conclusions drawn from the study.
Link the conclusions with the goals of the study.

Authors Contributions
Ayu Namiera Ahamad Ruzi: Conceptualization, Methodology, Software, Formal
analysis, Investigation, Data curation, Writing - Original Draft, Visualization.
Asst. Prof. Dr. Abdul Rahman Fata Nahas: Conceptualization, Methodology,
Validation, Resources, Writing- Review & Editing, Supervision, Project
Administration, Funding acquisition. All authors have read and agreed to the
published version of the manuscript.

Acknowledgements
The author is thankful to Asst. Prof. Dr. Abdul Rahman Fata Nahas from
Kulliyyah of Pharmacy, IIUM for the guidance and contribution while conducting the
study. The author also would like to acknowledge the questionnaire used in this
study.

Ethical Approval Statement (if applicable)

 The human study protocol was approved by the Ethics Committee of
International Islamic University Malaysia (protocol code XXX and date of approval)

Informed Consent Statement (If applicable)

Informed consent was obtained from all subjects involved in the study.

Conflict of interest
The authors declare there is no conflicts of interest in the study.

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