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Background: Driving accidents are global challenges, especially in developing countries, that have been introduced by the World Health Organization (WHO) as one of the significant reasons for endangering human health. The most important reasons for driving accidents are the behavior and psychological characteristics of the vehicle driver. Aberrant driving behavior is considered as a major cause of driving accidents. The present study aimed the present study aimed to investigate the effect of emotional intelligence on driving errors. Methods: In the present research, 69 young students aged 20-35 years with a driving license were subjects of the study which had at least one-year driving experience and were assessed with the use of Bar-on emotional intelligence (EQ-i) questionnaire (90 questions) and valid Manchester Driving Behavior Questionnaire (MDBQ). Data analysis was conducted by SPSS version 20, descriptive tables, and Pearson correlation coefficient. Results: Data analysis indicated that the mean score of emotional intelligence of the tested subjects was 329/62, and the maximum rating of individual errors was related to slips with the score of 21/04. Also, the mean score of their driving behavior was 50/97. There was a significant inverse relation between sub-components problem solving, independence and self-actualization, and driving errors. Conclusion: Based on the obtained results of this study, it can be concluded that emotional intelligence and its components affected driving errors. This meant that persons with lower levels of emotional intelligence would be more involved in driving errors.

Background: Undoubtedly, lack of good quality sleep is a major problem for students, affecting their educational success causing them academic failure. Therefore, this study is carried out aiming to determine sleep quality and its relation with educational status of Iran University of Medical Sciences students. Methods: This study is a sectional-analytic one performed on dormitory and non-dormitory students of Iran University of Medical Sciences. The criteria of entering the study include being student for at least one yea­r, non-affliction to special diseases and not using drugs and tobacco. People were selected in proportional stratified sampling method after determining the sample volume (400), and Petersburg sleep quality questionnaires were distributed among them. After completion of the questionnaires, their data were extracted and introduced into SPSS version 21. The data obtained via T statistical tests for which Pearson correlation was analyzed were independent. Results: The sleep quality mark was higher than 5 for majority of the students including the dormitory and non-dormitory ones; expressing weak sleep quality. Sleep quality was 7.36 for dormitory students and 7.97 for non-dormitory ones; expressing significant statistical difference (p=0.018). The results suggest that educational status of non-dormitory students (0.22) is better than the dormitory ones (-1.23), and the difference is statistically significant (p=0.000). moreover, the results suggest that there is no relation between good sleep quality and educational status of the students (p=0.232). Conclusion: The study results suggest that sleep quality is not related to educational status. Considering that educational status is a complex matter and is affected by multiple factors including: intelligence, motivation and hard work, sleep quality plays less significant role regarding educational status.