Spiritual intelligence as a predictor of academic performance in medical students: a cross-sectional study

BACKGROUND: Spiritual intelligence (SI) is considered a crucial dimension of human intelligence, contributing to individuals’ ability to solve problems and adapt effectively. Academic performance (AP) is a key indicator of student success in higher education. In educational settings, particularly in medical education, such traits may influence students’ AP. This study aimed to investigate the relationship between SI and AP and to examine the influence of demographic, educational, and familial factors on these variables among students in medical sciences. METHODS: A cross-sectional study was conducted among 508 students at Alborz University of Medical Sciences in 2023. Participants completed the validated Persian version of King’s Spiritual Intelligence Scale and the Taylor Academic Performance Questionnaire via social media groups. Data were analyzed using SPSS version 26 by correlation, ANOVA, and multiple linear regression analysis. A significance level of p < 0.05 was used. RESULTS: The mean SI score was 53.84 ± 16.68 (range: 0–96), and the mean AP score was 151.61 ± 18.45 (range: 0–231). SI was associated with educational level (p = 0.04), academic term (p < 0.05), and parental education (paternal p < 0.001; maternal p = 0.04). No significant relationships were found with age, gender, marital status, place of residence, economic status, or religion. AP was associated with GPA (p < 0.001), field of study (p = 0.006), academic term (p = 0.03), and father’s education (p = 0.005). No significant relationships were observed with age, gender, marital status, residence, income, or religion. A significant positive relationship was observed between SI and AP (r = 0.25, p < 0.001). Linear regression confirmed this relationship (Adjusted R² = 0.078, p < 0.001). Specifically, a one-unit increase in SI was associated with a 0.28-point increase in AP (β = 0.28, p < 0.001). CONCLUSION: The findings indicate a significant positive relationship between SI and AP among medical sciences students. Although the cross-sectional design limits causal inference, the results suggest that enhancing SI may be beneficial for supporting students’ academic engagement and educational development. Educational programs that focus on developing students’ spiritual intelligence may enhance both academic outcomes and personal development.