ein Jura of Heal nd Wellbeing 214, 50), 04-08 o Table 3: showing correlation benween Emotional Intelligence and PSS-10 tional Inell_PSS-10 ence total scare Emotional Inell Pearson Coreation 1 aaa nce total score Sig. Qala) 000 N 100 100 Pss.t0 Pearson Coreation ae Sig: ies) 000 N 100 100, ssp 001 evel Table 4: showing difference benween male and female participants on Elsubscales Variabie NCoO)aMeaR=sD_evalue P Appraisal 37 “ae 98 05H negativeematon Appraisal’ S355 2058 98 oe2e Interpersonal «= IR NS43 -499 98D confit &dtfculty Inepersonal = 23.6 AO 88 sll &Alexibiiy Emotional ficiliation 19343.6 19842 250 98803 & goal vientasion Sp=O0STevel, =p=01 level Itcan be seen from the tables that the scores ofboth the groups on PSS are high, and scores on EISis low in male group, as compared ‘that of female (Table 2) In addition, there isa negative coreation between EI and PS (Table 3). Furthermore, the socio-demographic characteristics of the undergraduate medical students revealed that the participants ranged between ages of 18 10 23 years. Around 69 percent of the participants were from urban areas and remaining belongs to rural areas. Most of participants were ftom Hindu religion ive, 99 percent while only one participant was belongs to Sikh community. It was a homogeneous group of sex, marital status and. ‘education. all participants are unmarried and enrolled in M.B.B.S, (second year) (Table 1). There is si ‘between both groups on the two sub scales that are appraisal of negative emotions and positive emotion. As, the female group has scored higher on negative emotion and positive emotion indicates that they have beter judgment of emotions regardless ofits nature (positive ornegative)as compare to theircounterpars (Tabled). fieant difference was evident Discussion ‘Medical institutes are responsible for ensuring that medical students are knowledgeable, skilful, and professional. Medical education though respected in the society is highly stressful end very demanding because large burden of information leaves a minimal ‘opportunity to relax and recreate. Hence in en academic tenure, ‘medical student's life is subjected to different types of stressors which may affect their leering ability and academic performance (Jaykaran, Bhardwaj, Panwar, Chavda, 2009), Studies have ‘observed that medical students experience a highincidence of personal distress during their undergraduate course (Dahlin, Joneborg, Runeson, 2005). In present study, the prevalence of stress among the students is quite igh (71%) irespeetive of gender. These findings are in line with other studies reported in world literature; who reported the ‘ecurrence of stressipsychological distress in medical students, ranging from 21.6% to 73.5% (Aktekin, Karaman, Senol, eta, 2001; Supe, 1998). Present findings canbe explained by the views of Supe (1998) who reported tha stess is more in Second and third MBBS students rather than First MBBS levels and there seems no difference in stess level on the basi of gendet. In the same menner ‘our study shows that there is no significant difference in total score of stress seale between both the groups. The ability of individual to understand cheir own emotional states or emotional problems is, considered es an important indicator of healthy mental functioning Research findings revealed that an inability to contol negative emotions can lead individual to tess (Salovey&e Mayer, 1990), In our study, the results signify that the girls seored more on «emotional intelligence scale in comparison of their counterpart, The obtained mean score in female was 140,06#18.8 in comparison to ‘male which was found tobe 131.5413.6, Irmeans that gels are more aware of their emotions and manage them intelligently. It is wel, documented that emotional intelligence differs significantly in gender. Thingujam and Ram (2000) during the Indian adaptation of Emotional intelligence scale, found that female were significan scored higher than male. Later a series of studies also support their findings (Ciartochi,Chan, Bajgar, 2001;Brackett, Mayer, Warner, 2004) and emphasizes that females who scored significantly higher than male on EI measures are more proficient in managing and handing their own emotions as wel as of others (Pandey Tripathi, 2004). Ourstudy also support the view of Austin, Evans etal, (2008), Who studied emotional intelligence among medical students and found tht females scored significantly higher than males on EL. EL 1s the ability to monitor emotions personally and intepersonally and {ouse the information to guide one's thinking and actions (Salovey and Mayer (1990)Significance of present findings can be understood by the statement given by Goleman, “the standard ‘measure of intelligence, Intelligence Quotient (1Q) contributes no more than 20% towards one's success, while the remainder is, determined by EI” (Hassan, Sulaiman, Ishak, 2009), Researchers concluded that low El scorers report mote perceived stress and claimed that students with high emotional intelligence (ED are Less likely to report perceived stress (PS) (Pau, & Croucher, 2003), Iris therefor inferred that students with high El would cope better with the stressors in the training environment and hence, report less perceived stress (Pau, &Croucher, 2003), Els generally considered as abutter against stress and one key contributorto stress ‘management bt it seems less true by presen findings asin present study thee is no significant difference found on PSS scores on both the groups whereas significant difference is existing on that of EIS. These paradoxical finding can be explained by the fact the in present sample there is significant difference ofboth the group on the sub domains of EI namely, Appraisal of negative emotion, Appraisal of positive emotion whereas no significant difference is seen on other domains othe scale namely, Interpersonal conflict & difficulty Interpersonal skill flexibility and Emotional facilitation & goal orientation. Itmeans that female are more apt to appraise the emotions as compare to their male counterpart but they are having comparable interpersonal difficulties that may lead to increased perceived stress. Nikolaou and Tsaousis (2005) explored the