perceived stress has all been shown to contribute to increased ‘morbidity via emotional focused coping. Consequently, those ‘experiencing stress but using problem focused coping would be at lesser risk fr exeerating problem, How we perceive stress is crucial to our well-being since much ofthe stress we experience has to do With how we perceive the stimulus that surrounds us and the degree to which we perecive it can be significantly threatening (Amponsah ‘& Owolabi, 2011). In accordance with Lazarus's (1990) definition, PS is defined as a condition subjectively experienced by an individual who identifies an imbalance between demands addressed to him/her and the resources available to encounter these demands (Kausa,2010). Emotional intelligence (EI) is increasingly discussed as having a potential role in medivine, nursing, and other healthcare disciplines, both for personal mental health and professional practice (Birks, McKendree, Watt,2009)."Emational intelligence" is defined a the ability to monitor one's own and others feelings and emotions, to discriminate among them, and to us this information o guide one's thinking and ation (Mayer &Salovey, 1993).Ithas been proposed by Mayer &Salovey, (1997) that there are four constituent abilities of El: (1) Perception, appraisal and expression of emotion; (b) [Emotional facilitation of thinking; (c) Understanding and analyzing. ‘emotions, employing emotional knowledge; and (d) Reflecting regulation of emotions to promote emotional and intelligence ov, Emotional intelligence, one ofthe psyeho-affective domains, in ‘medical education, has also been related to elinieal performance and higher academic achievement (Codier, Kooker, Shoultz, 2008). In addition,EI is related to interpersonal and ‘communication skills, and is important in the assessment and. taining of medical undergraduates (Chezzy, Fletcher, O'Sullivan, Shaw, 2012). ‘Asa general agreement excessive perceived sres in the students! population is associated with a decrease in academic performance ‘whereas emotional intelligence has been related to higher academic achievement, It seems that increase stress can deerease the coping ability or high emotional intelligence ean help via improved eoping ‘or decreasing stress, Hence, the study is planned to assess the FU and PS inthis Medicalstudents, Method Participants ‘The sample consisted of 100 participants (studying in MBBS- ‘iadyeat) who were selected from Post Graduste Institute of Medical Sciences, Rohtak, Out of these $0 were male andthe remaining 50 e female students. Both the groups were matched by age, education and place ofstudying Instruments Socio-demographic Performa: A specially designed Performa for collecting information about socio-demographie details ofthe study sample. Ithas information such asage, sex, residence, marital status, andeducation. Emotional Intelligence Scale (EIS): consists of 40 items, out of ‘which 20items are positive and other 20items are negative. Items are tobe answered ona five point scale ranging from never true toalways ‘rue, with a possible range of scares from 40 10 200, A high score indicates high El, The testretest reliability was 0.94 (alpha coefficient 0.87), and the comelation ((-0.75) berwoen Indian version ofthe scale and Schutte et al's FIS (Schutte, Malouf, Hall, 1, 1998) indicate the validity ofthis scale (Bhattacharya, Dutta, Mandal, 2004), The EIS cutof scoring was done on the same line as, given by the developers (Bhattacharya &Sengupte, 2007), Perceived Stress Seale (PSS)- is an economical and simple psychological instrament to administer, comprehend, and score. It measures the degree to which situations ia one’s life aver the past, ‘month are appraised as stressfil, tems were designed to detect how unpredictable, uncontrollable, and overloaded respondents find their lives. Respondents report the prevalence of an item on a five- point scale, ranging ftom never to very often Higher scores indicate more stress (Cohen, Kamarck, Mermelsicin, 1983). The PSS-10, cutoff scoring was done on the same line as suggested elsewhere (Kelly & Percival, 2006), Procedure Protocol of the study was presented to and approved by research, committee of the Pt, B.D.Sharma, PGIMS (University of Health Sciences, Rohtak) for M, Phil (Clinica! Psychology) dissertation For dissertation purpose, Socio-lemographic details Performa and Emotional intelligence were selected, But in view of available literature regarding the high stress in medical students; authors further decided o continue it beyond dissertation and added one supplementary scale (Perceived Stress Scale). Fifty male and fifty female students fulfilling the inclusion and exclusion criteria and giving written consent the study, After establishing rapport, informed consent was taken and scales administered. were taken f Data analysis The statistical analysis was carried out using SPSS 16.0 software package, The analysis ofthe obtained data was done using various Aescriptiveand inferential tatistisin the following manner Results ‘The analysis ofthe dataand the results are tabulated below. Tablel: Showing Socio-demographic characteristics of the participants. Variable Pereeniage (7) Gender Male 50.0 Female 500 AgeDisuibutn 18-20 S80 anYeas) 2123 220 Residence Usha 690 oral 310 Religion indy 9 sikh 1 MaritalSites Unmarried 100 Class MARS .2adyear _ 100 Table 2; showing difference between male and female participants on Bland PSS-10 Variable (00) Means a Mal Female Eljotalscore IS1SAI36 MOOGIRS 2587 98 LLY PSS.10 Res ITER 12469816