Abstract：
To explore the association of emotional intelligence (EI) and attachment security (AS) with empathy dimensions in medical students by examining the mediating role of EI.
In a cross-sectional design, the Interpersonal Reactivity Index (IRI), the Emotional Quotient Inventory (EQ-i), the Attachment Style Questionnaire (ASQ), and demographic questions were administrated to second-year medical students of two medical schools in Northern Italy.
253 medical students (56.13% female), aged 19-29, participated in this study. AS positively correlated to Empathic Concern (r = 0.17, p = 0.008) and Perspective Taking (r = 0.24, p < 0.001), and negatively to Personal Distress (r = -0.33, p < 0.001). Individuals with the same level of AS and a higher score on EQ-i had a higher score (β = 0.072, p = 0.033) on empathy latent factor (at the basis of Empathic Concern and Perspective Taking) and a lower score (β = -0.290, p < 0.001) on Personal Distress than those with a lower EQ-i score.
This study shows that EI completely mediated the relationship between AS and empathy dimensions among medical students.
EI training and workshop should be considered when designing educational interventions and programs to enhance empathy and decrease interpersonal distress in medical students.
In a cross-sectional design, the Interpersonal Reactivity Index (IRI), the Emotional Quotient Inventory (EQ-i), the Attachment Style Questionnaire (ASQ), and demographic questions were administrated to second-year medical students of two medical schools in Northern Italy.
253 medical students (56.13% female), aged 19-29, participated in this study. AS positively correlated to Empathic Concern (r = 0.17, p = 0.008) and Perspective Taking (r = 0.24, p < 0.001), and negatively to Personal Distress (r = -0.33, p < 0.001). Individuals with the same level of AS and a higher score on EQ-i had a higher score (β = 0.072, p = 0.033) on empathy latent factor (at the basis of Empathic Concern and Perspective Taking) and a lower score (β = -0.290, p < 0.001) on Personal Distress than those with a lower EQ-i score.
This study shows that EI completely mediated the relationship between AS and empathy dimensions among medical students.
EI training and workshop should be considered when designing educational interventions and programs to enhance empathy and decrease interpersonal distress in medical students.
摘要：
探讨医学生情绪智力(EI)和依恋安全感(AS)与移情维度的关系，探讨EI在其中的中介作用。
在横截面设计中，人际反应指数(IRI)，情商库存(EQ-I)，附件风格问卷(ASQ)，和人口统计学问题被管理给在意大利北部的两所医学院的二年级医学生。
253名医学生（56.13%为女性），年龄19-29岁，参加了这项研究。AS与共情关注（r=0.17，p=0.008）和透视（r=0.24，p<0.001）呈正相关，对个人困扰呈负相关(r=-0.33，p<0.001)。与EQ-i得分较低的人相比，AS水平相同且EQ-i得分较高的人在移情潜在因素（基于移情关注和采取观点）上得分较高（β=0.072，p=0.033），在个人困扰方面得分较低（β=-0.290，p<0.001）。
这项研究表明，EI完全介导了医学生的AS和共情维度之间的关系。
在设计教育干预措施和计划时，应考虑EI培训和研讨会，以增强医学生的同理心和减少人际关系困扰。
在横截面设计中，人际反应指数(IRI)，情商库存(EQ-I)，附件风格问卷(ASQ)，和人口统计学问题被管理给在意大利北部的两所医学院的二年级医学生。
253名医学生（56.13%为女性），年龄19-29岁，参加了这项研究。AS与共情关注（r=0.17，p=0.008）和透视（r=0.24，p<0.001）呈正相关，对个人困扰呈负相关(r=-0.33，p<0.001)。与EQ-i得分较低的人相比，AS水平相同且EQ-i得分较高的人在移情潜在因素（基于移情关注和采取观点）上得分较高（β=0.072，p=0.033），在个人困扰方面得分较低（β=-0.290，p<0.001）。
这项研究表明，EI完全介导了医学生的AS和共情维度之间的关系。
在设计教育干预措施和计划时，应考虑EI培训和研讨会，以增强医学生的同理心和减少人际关系困扰。
