Introduction: Trait emotional intelligence (EI) is the selfperception of emotional abilities. It is an important predictor of academic performance. Students’ self-assessment (SSA) of knowledge gained from classroom teaching may help in the identification of deficiencies in knowledge and provide scope for further improvement. We aimed to evaluate the correlation between EI and SSA capability. Methods: We conducted a cross-sectional, observational study with 56 first-year medical students recruited as a convenience sample. We used the “ Trait Emotional Intelligence Questionnaire Short Form” to assess Trait EI. For assessment of SSA, we asked the participants to write answers to a set of questions related to the topic of the preceding 1-h lecture and to assess their marks themselves. Three subject experts checked the answer sheets and we took the mean as the expert assessment (EA) marks. The correctness score of prediction was calculated by comparing SSA and EA marks. Pearson correlation coefficient (r) was calculated between EI scores and SSA correctness score. Results: In all sessions, the students underpredicted their marks. SSA correctness score showed a positive correlation with wellbeing (r=0. 33, P=0. 01), self-control (r=0. 57, P<0. 01), emotionality (r=0. 51, P<0. 01), sociability (r=0. 51, P<0. 01), and total score (r=0. 64, P<0. 01) of trait EI. Conclusion: Underprediction of marks in formative assessment is common in 1st-year medical students. Students with higher levels of EI may predict their knowledge gained from classroom better than the students with lower EI. This may be a potential reason for the better academic performance of students with higher EI.