ABSTRACT Objective This study investigated the relationship between empathy and emotional intelligence (EI) among undergraduate dental students and explored the effects of demographic and psychosocial factors on empathy levels. Methods A cross‐sectional survey was conducted among first‐ to fifth‐year dental students between May and June 2025. Data were collected using an electronic questionnaire comprising the Jefferson Scale of Physician Empathy‐Student Version (JSPE‐S) and the Schutte Emotional Intelligence Scale. Demographic and psychosocial variables included gender, academic year, daily screen time, medication use, negative dental experiences, pet ownership, co‐living with a sibling or grandparents, participation in social responsibility projects, and engagement in artistic activities. Statistical analyses included the Kolmogorov–Smirnov test for normality, Mann–Whitney U , Kruskal–Wallis with Dunn–Bonferroni post hoc tests, Spearman's rank correlation, and multiple linear regression ( p < 0.05). Results Among 479 participants (response rate: 98%), a significant positive correlation was found between EI and empathy ( p < 0.001). Higher empathy was associated with female gender ( p = 0.008), participation or willingness to participate in social projects ( p = 0.014), and pet ownership ( p = 0.012). Higher EI was observed among students participating in social projects ( p < 0.001), owning pets ( p = 0.010), and engagement in artistic activities ( p = 0.020). Multiple regression analysis identified EI ( p < 0.001), social project participation ( p = 0.018), and female gender ( p = 0.044) as significant predictors of empathy. Conclusion Empathy and EI are positively correlated. Female gender, social project participation, and elevated EI predict greater empathy. These findings emphasize the need for educational strategies that foster EI, empathy, and community engagement to promote compassionate, patient‐centered care.
Güngör et al. (Thu,) studied this question.