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Introduction: Trait emotional intelligence (EI) is the selfperception<br />of emotional abilities. It is an important predictor<br />of academic performance. Students’ self-assessment (SSA) of<br />knowledge gained from classroom teaching may help in the<br />identification of deficiencies in knowledge and provide scope<br />for further improvement. We aimed to evaluate the correlation<br />between EI and SSA capability.<br />Methods: We conducted a cross-sectional, observational study<br />with 56 first-year medical students recruited as a convenience<br />sample. We used the “Trait Emotional Intelligence Questionnaire<br />Short Form” to assess Trait EI. For assessment of SSA, we asked<br />the participants to write answers to a set of questions related to<br />the topic of the preceding 1-h lecture and to assess their marks<br />themselves. Three subject experts checked the answer sheets<br />and we took the mean as the expert assessment (EA) marks. The<br />correctness score of prediction was calculated by comparing SSA<br />and EA marks. Pearson correlation coefficient (r) was calculated<br />between EI scores and SSA correctness score.<br />Results: In all sessions, the students underpredicted their marks.<br />SSA correctness score showed a positive correlation with wellbeing<br />(r=0.33, P=0.01), self-control (r=0.57, P<0.01), emotionality<br />(r=0.51, P<0.01), sociability (r=0.51, P<0.01), and total score<br />(r=0.64, P<0.01) of trait EI.<br />Conclusion: Underprediction of marks in formative assessment is<br />common in 1st-year medical students. Students with higher levels<br />of EI may predict their knowledge gained from classroom better<br />than the students with lower EI. This may be a potential reason<br />for the better academic performance of students with higher EI.