People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

University of Mohamed LamineDebaghine-Setif2-
Faculty of Letters and Foreign Languages
Department of English Language and Literature

Domain: Letters and Foreign Languages

Field: English language

Speciality: Language Sciences

Title

Investigating the Relationship between Emotional Intelligence and Test

Anxiety among EFL Students

Case of Master One English Students at Mohamed Lamine Debaghine Setif

2 University

A Dissertation Submitted in Partial Fulfilment of the Requirement for the

Degree of Master in Language Sciences

Board of Examiners Candidate(s)

President: Dr. Souhila MAKHOUKH Mrs Khaoula MEZAACHE
Supervisor: Dr. Asma AZIZ
Examiner: Dr. Madiha SCNOUCI

Academic year: 2022-2023

 Abstract

Test anxiety is a widespread problem that hinders students' performance and unlock their

potential. Emotional intelligence is one of the various suggested predictors of test anxiety, the

current study is an attempt to investigate the relationship between the emotional intelligence

and test anxiety, a descriptive correlational design was opted to examine the correlation

between the two variables. Two different scales were used: the trait emotional intelligence

questionnaire and the Westside Test anxiety scale. The scales were submitted to eighty

master one students of the department of English language and literature at Mohamed Lamine

Debaghine, setif 2 university.

After gathering the data using the two scales of emotional intelligence and test anxiety, the

data was analysed by statistical package for social sciences. The value of the correlation

coefficient is equal to -0.22 at a p-value of 0.048 that indicates a low negative correlation

between emotional intelligence and test anxiety. That is to say, the higher the levels of

emotional intelligence are, the less the levels of test anxiety are. Therefore, the research

hypothesis that claim that there is a negative relationship between the two variables is

established.

Keywords: Emotional Intelligence, Test-Taking Anxiety.

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Dedication
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Acknowledgments
I would like to express my gratitude to DR AZIZ Asma for her guidance and
supervision of
this work
I would like to thank Dr Madiha SCNOUCI and Dr Souhila MAKHOUKH for
honouring me
with their presence and evaluation of my thesis
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Table of Contents

General Introduction 1

1. Background of Study 1
2. Statement of the Problem 2

4. Objectives of Study 2
5. Research Questions 3
6. Research Hypothesis 3
6.1 Null Hypothesis 3
6.2 Alternative Hypothesis 3
7. Significance of study 3
8. Operational Definition of Key Terms 4

10. Limitations of Study 4

11. Overview of Methodology 5
10. Structure of Dissertation 5
Chapter one 6

literature review 6

Introduction 6
Section One: Test Anxiety 7
1.1.1 Definition Of Test Anxiety 7
1.1.2 Components of test anxiety 8
1.1.3 Symptoms of Test Anxiety 8
1.1.4 Causes of Test Anxiety 9
1.1.5 Factors Related to Test Anxiety 10
1.1.6 Impacts Of Test Anxiety 11
1.1.7 Relation Between Test Anxiety and Learning Disabilities 13
1.1.8 The Relationship Between Test Anxiety and Self-Efficacy 13
1.1.9 Strategies to Cope with Test Anxiety 14
1.1.10 Review of Relevant Research 17
Section two Emotional intelligence 18
1.2.1 Definition of Emotional Intelligence 18
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1.2.2 Historical Background of Emotional Intelligence 19

1.2.3 Major Components of Emotional Intelligence 20
1.2.3.1 Self-Awareness 20
1.2.3.2 Self Regulation 21
1.2.3.3 Social Skills 21
1.2.3.4 Motivation 21
1.2.3.5 Empathy 21
1.2.4 Social Intelligence and Emotional Intelligence 22
1.2.5 Emotional intelligence vs alexithymia 23
1.2.5.1 Defintion of alexithymia 23
1.2.5.2 The Relationship between Emotional Intelligence and Alexithymia 23
1.2.6 The Relationship Between Emotional Intelligence and Other Phenomenon 24
1.2.6.1 Leadership 24
1.2.6.2 Academic Achievement 24
1.2.6.3 Life Satisfaction 25
1.2.6.4 Anxiety 25
1.2.6.5 Emotional Intelligence in Classroom 26
1.2.6.6 Emotional Intelligence and Higher Education 27
1.2.7 Development and Emotional Intelligence among Students 28
1.2.8 Pre-Existing Research 29
Chapter Two 32

Research Methodology 32

Introduction 32
2.1 Research Design 32
2.2 Population And Sample 32
2.3 The Procedures 33
2.4 Participants in the Exploration Phase 33
2.5 Focus Group Discussion 33
2.5.1 Piloting and revising focus group discussion 34
2.6 FDG Administration Procedures 35
2.7 Semi-Structured Interview 35
2.7.1 Pilot Semi-Structured Interview 36
2.8 Semi-Structured Interview Administration 36
2.9 Research Instruments 37
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2.9.1 Pilot Test of The TEIQP And Westside Test Anxiety Scale 37
2.10 Correlational Research 37
2.10.1 Forms of Correlational Research 38
2.10.2 Data Collection Methods in correlational research 38
2.10.2.1 Surveys. 38
2.10.2.2 Observational Data. 38
2.10.2.3 Existing data sets 38
2.10.3 Data Analysis Methods in Correlational Research 39
2.11 Test of Trait Emotional Intelligence (short form) 39
2.12 Westside Test Anxiety Scale 40
2.13 Mixed Methods Design 40
2.14 Case Study Design 41
2.15 Data Analysis Procedures 41
2.15.1 Analysis of the Exploration Tools 41
2.15.2 Analysis Of The Quantitative Tools 42
Conclusion 42
Chapter Three 43

Data Analysis, Interpretation and Discussion 43

Introduction 43
3.1 Data Analysis 43
3.1.1 Analysis of the exploratory data 43
3.1.1.1 Analyzing of the Focus Group Discussion. 43
3.1.1.2 Analysis of the Interview 44
3.1.2 Analysis of Experimental Data 45
3.1.2.1 Reliability of (TEIQUE-SF). 45
3.1.2.2 VALIDITY of (TEIQUE SF). 46
3.1.2.3 Reliability of the Westside Test Anxiety Scale. 46
3.1.2.4 VALIDITY Of Westside Test Anxiety Scale. 47
3.1.3 Presentation and Analysis of Hypothesis 53
3.1.4 Spearman Correlation Measurement 54
3.2 Discussion Of The Findings 55
3.3 Recommendations 55
3.4 Suggestions For Further Research 56
Conclusion 56
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General conclusion 57
References 1

Appendices 12

List of Tables

Table 2.1 Pilot Test of Focus Group Discussion 34

Table 2.2 Piloting And Revising Two Items Of Semi-Structured Interview

Table 3.1 Reliability Statistics of Cronbach's Alpha of (TEIQUE-SF)

45

Table 3.2 Validity Statistics of Cronbach's Alpha of Emotional Intelligence Scale 46

46

Table 3.3 Reliability of the Westside Test Anxiety Scale 46

46

Table 3.4 Validity Statistics of Cronbach's Alpha of Westside Test Anxiety Scale 47

47

Table 3.5 Students Levels of Test Anxiety and Emotional Intelligence 47

47

Table 3.5 Descriptive Statistics of (TEIQUE SF) and (Westside) 52

52

Table 3.6 Spearman Correlation Coefficient 53

53
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List of Figures

Figure 1.1 : The Impact of Test Anxiety on Performance 12

Figure 1.2 components of emotional intelligence 22

Figure 3.1 Scores Mean of Students Westside Test Anxiety and Emotional Intelligence 51

Figure 3.2 Scatter Plot of the Correlation between EI and TA

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List of Abbreviations and Acronyms

EFL English As Foreign Language

EI Emotional Intelligence
TA Test Anxiety
TEIQUE SF Trait Emotional Intelligence Questionnaire (Short Form)
WTAS Westside Test Anxiety Scale
FGD Focus group discussion
SPSS Statistical package of social sciences
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 1

General Introduction

1. Background of Study

As indicated by Dutta (2013) that education was one of the significant lifetime systems
of individuals, being much the same as there are clear basic dynamic techniques of life in
regular routine. If the person did not get education he would be disqualified to maintain his

standard living, that’s why education considered as an important process of normal living.

Tests and exams are an essential component of the educational system. For Tests and exams

marks are used to evaluate students .Thus, these marks will affect their academic careers and

their lives. According to Namati (2012) students’ lives are now influenced by their

performance in tests and examinations. Being of that importance, anxiety nowadays about

test taking is a widespread phenomenon, approximately each third student reports some level

of test anxiety (Quek et al., 2019).

“Test anxiety conceptualises the collection of phenomenological, physiological, and

psychological behavioural reactions to worry about potential negative results or loss of

proficiency on a test or other similar evaluation circumstance”(Zeindar, 2004,p.88 ) the

definition presented by Zeindar gathers the different dimensions that are involved in test

anxiety arousals , . According to researchers, (Hembree,1988; Richardson et al, 2012)

excessive worry is detrimental to learning, affects the brain functions of students, and

eventually detract from his performance. Accordingly, academic performance is not related

only to students' capacity to memorise information or to their intelligence quotient but it

involves another emotional capacity that is emotional intelligence (Daniel Gollman , 1995)

"EI is the capacity to understand and reason with emotion, assimilate emotion in thought,

and regulate emotion in oneself and others"( Mayer et al, 2004 ,p. 200). They asserted that

people's sentiments and emotions affect, direct, and control their style of thinking, what they
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consider, how they behave, make decisions, and solve difficulties. As stated by (Vandervoort,

2006) Students with higher levels of emotional intelligence are able to understand and

control their emotions better and this may facilitate them to develop self-motivation, effective

communication skills, better personal and social adaptation which is an essential skill that

helps students to become confident learners, it will improve the process of learning and

likelihood of success. That being the case, the present study in an attempt to investigate the

relationship between students ' levels emotional intelligence and their levels of test anxiety.

2. Statement of the Problem

Test anxiety is an academic obstacle that hinders students' performance, and disserve

the process of recalling previous information (wine,1971). FGDs with Master one students

at Mohamed Lamine Debaghine Setif2 university revealed that students are experiencing

emotions of stress and anxiety about test taking. They claimed difficulty to regulate

emotional arousal during tests. what brings to light, the concept of emotional intelligence that

refers to the ability to perceive and manage different kinds of emotions including stress and

fear however, an interview with teachers revealed that the components of emotional

intelligence ( self-awareness , empathy, social skills and motivation ) does not receive enough

attention in classroom . In response to this, the current study aims to investigate the

relationship between emotional intelligence and test anxiety as an attempt to identify a

possible predictor of the problem (TA) and therefore to an opportunity to be decreased and

managed.

3. Objectives of Study

The following objectives were attempted to be achieved

 The first objective of this research is to measure the emotional intelligence of
master one
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Students at Mohamed Lamine Debaghine Setif 2 university

 The second objective of this research is to measure the exam anxiety of master one
Students at Mahamed Lamine Debaghine Setif 2 university
 The ultimate intent of this study is to correlate the emotional intelligence and exam

anxiety of master one students at Mohamed Lamine Debaghine Setif 2 university .

.

4. Research Question

In alignment with the previously mentioned problem and purpose, this research will

attempt to answer the following questions:

 What are levels of EI among master one students at Mohamed lamine debaghine setif

university ?

 What are levels of test anxiety among master one students at Mohamed lamine

debaghine setif

2 university?

 Is there any significant relationship between test anxiety and emotional intelligence

among

Master one students at Mohamed lamine debaghin setif 2 university ?

5. Research Hypothesis

Based on the above-mentioned questions, the following hypothesis will be tested

5.1 Null Hypothesis

There would be no statistical negative relationship between students' levels of test

anxiety and their levels of emotional intelligence.

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5.2 Alternative Hypothesis

There is a statistical negative relationship between students' levels of test anxiety and

their levels of emotional intelligence.

6. Significance of study

This study's significance lies in the fact that it addresses an academic difficulty that is

TA , that results student’s underperformance and underachievement. It attempts to investigate

its relationship with levels of emotional intelligence. It drives both students and teachers

attention to the importance of emotional intelligence capacity to moderate levels of TA and

reach an efficient academic life and to enable students to reach their full potential. As well as,

to highlight the negative impact of test anxiety on students’ performance and hence they seek

to decrease its levels

Additionally, the conformation of the research hypothesis that consists of the

negative correlation between the two variables (EI and TA) will pave the way to take in

consideration a test anxiety interventions to reduce its levels and emotional intelligence

trainings to increase emotional intelligence quotient among students to achieve better

academic outcomes. Furthermore, establishing the research hypothesis will create the

opportunity for conducting other investigations concerning EI and TA since proving the

correlation is the origin of other types of research like conducting experiments about effects

of EI training on decreasing TA levels or longitudinal researches

Additionally, the current investigation will be valuable for the students to upgrade

their emotional intelligence and to conquer their exam anxiety. It will be useful for the

instructors to understand the students’ EI level. Educators will comprehend how to build up
 5

their instructing systems that will enhance their teaching procedure and assist students to

release their tension and do tests and exams comfortably.

7. Operational Definition of Key Terms

Defining key terms used along the research is crucial to guarantee the apprehension

for readers.

● Emotional intelligence: EI is defined as "a set of skills hypothesized to contribute to

the accurate appraisal and expression of emotion in oneself and others, the effective

regulation of emotion in oneself and others, and the use of feelings to motivate, plan,

and achieve in one's life." (Salovey & Mayer, 1990, p. 185).

● Test anxiety: It is a physiological condition in which people experience extreme

stress, anxiety, and discomfort during and/or before taking a test. This anxiety creates

significant barriers to learning and performance (Jennifer, H. et.al, 2017).

8. Delimitations of Study

 The scope of research under scrutiny is bounded to the population of master

one students at Mohamed Lamine Debaghine university setif during the

academic year 2022/ 2023.

 The present study is also confined to the operational definitions of key terms

mentioned above

 The current study is delimited to purpose of the opted research design , a

descriptive correlational , that is to investigate the relationship between test

anxiety and emotional intelligence

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 The current study is confined to the investigation of the relationship between

TA and EI as a whole not to a specified component of EI

9. Overview of Methodology

The current investigation is a descriptive correlational study since it aims to investigate the

relationship between test anxiety and emotional intelligence. . The population for this study is

master one students at Mohamed Lamin Debaghin setif 2 university, department of English

language and literature. Such a choice of population is made for the reason that master one

student are mature enough to respond to self-reporting scales and that they have a sufficient

language proficiency that facilitate the data collection procedure.

In order to confirm the existence of the problem of TA among the population of the research

, FGDs with students and interviews with teachers were conducted in the exploratory phase .

for data collection two scales ( EI scale and TA scale ) were submitted to eighty students

selected randomly from the whole population

10. Structure of Dissertation

The present study is divided to three chapters. The first chapter is divided to two

sections, the first section deals with some of the research available in English language

literature on test anxiety definition of TA its components, its symptoms and other social

factors related to test anxiety . Furthermore, it presents the different negative impacts of test

anxiety on the students’ performance and its relationship with other aspects like self-efficacy

and learning disabilities ,strategies to cope with test anxiety and the role of teacher in

moderating levels of test anxiety in classroom are mounted . the second section presents

information about emotional intelligence definition of emotional intelligence historical

background about the concept , its major components , its relationship with social intelligence
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, alexithymia and other life phenomenon ending up with development of EI among students

and in classroom .

The second chapter sets out the methodology, it identifies the opted research design,

approach and the research setting. Then, the research population, sample and sampling

techniques were mentioned. After that, it unveils the procedure of data collection starting

from the exploratory phase to the procedure of analysing data. Finally, chapter three presents

the results, analysis of the data collected in the exploratory phase and then the data collected

from the tow scales, it carries on with presenting and establishing the hypothesis and finally

discussion of the research findings , and providing pedagogical implementations and

suggestion for further research

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Chapter one : Literature review

Introduction

The modern society is an achievement-based society that test and evaluations plays a

fundamental role in a person’s life especially when it comes to the educational and academic

field where students are regularly and frequently tested. Thus, the stress about examinations

is a widespread phenomenon that is referred to as test anxiety the state of discomfort and

emotional arousal during examination and in situations where performance is evaluated. Test

anxiety is an educational obstacle that can be overcome by the recognition of one own

emotion and the management of them in other words by the emotional intelligence

competence which consists of both self and society awareness and management.

The current study endeavours to investigate on the relationship between the students'

EI and their TA level. The first section of this chapter reviews the definition of test anxiety its

components, symptoms, causes and impacts. And finally it introduces strategies to cope with

test anxiety. The second section seeks to define the construct of emotional intelligence,

explain its different aspects and to present its relationship with other life phenomena,

terminating with pre-existing research that yields valuable results concerning the relationship

between emotional intelligence and test anxiety.

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Section One: Test Anxiety

This section presents a brief conceptual and overview of the domain of test anxiety. It is for the
Purpose of discussing different aspects related to test anxiety considering the fact that it is an
Increasing pervasive and prevalent phenomenon in modern society

1.1.1 Definition of Test Anxiety

TA is a physiological condition in which people experience extreme stress, anxiety,

and discomfort during and/or before taking a test. This anxiety creates significant barriers to

learning and performance (Jennifer, et.al ,2017).

Nemati (2012) stated that TA is an aspect of anxiety happens when an individual

experiences a feeling of apprehension and uneasiness during, before, and after a certain exam.

“TA is the relatively stable tendency to generate a disproportionate emotional response in

academic assessment situations, due to concern about poor performance and possible

negative consequences “(Balogun et al, 2017,p. 115). Zeidner (1998) asserts that many

students have the ability to do well on exams, but perform poorly because of their debilitating

levels of anxiety. Consequently, test anxiety may limit educational or vocational

development, as test scores and grades influence entrance to many educational or vocational

training programs in modern society , this claim concurs what sarason (1990) study have

revealed that Test-anxious students tend to be easily distracted on an exam, experience

difficulty in comprehending relatively simple instructions, and also have difficulty organizing

or recalling relevant information during the test.

High-test-anxious students express concern about the consequences of not

performing at a satisfactory level on major exams and embarrassment at probable

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failure .There are several different estimates for the prevalence of test anxiety, with numbers

ranging from 10%-30% among high school and university students (Damer & Melendres,

2011; Peleg, 2009).

1.1.2 Components of test anxiety

Two of the components of TA are emotionality and worry (Bembenutty, 2009; Bonaccio,

Damer & Melendres, 2011).”Worry reflect the cognitive image of uncertainty about one's

own performance, while emotionality referred to autonomic reactions which tend to occur

under examination stress “ (Damer & Melendres, 2011, p 15)

Nonetheless , Liebert and Morris(1967) suggested that worry was inversely related to

performance expectancy and that there is no relationship between expectancy and

emotionality but , test anxiety is related to some parts of executive memory; due to that,

some executive memory resources became inaccessible, what results an academic

underperformance. they have also described two components of TA: affectivity and delusion

that is the cognitive part of test anxiety, consisting of negative evaluations and thoughts about

the individual's own performance. The affective Part of TA include to the one's own

emotional reactions to situations such as success or failure in the evaluation process (Pekrun,

2006).

1.1.3 Symptoms of Test Anxiety

TA is a serious educational issue that affects the learners ' performance and

consequently their academic success, in order to cope with test anxiety and to overcome it the

first signs of it must be noticed from its early stages. According to Cherry Kendra (2012), test

anxiety symptoms might be mild to severe. Moderate symptomatic students can nonetheless
 11

perform reasonably well on tests. Other students who struggle with acute anxiety frequently

have panic episodes.

● Physical signs of test anxiety: Anxiety in general gets the body, mind, and behaviour

ready to recognize and respond to threats to survival. A person's body then starts to

hyperventilate in order to increase the amount of oxygen that gets into the

bloodstream, redirect blood to the muscles, and sweat in order to cool the skin

( Dephil,2011). Beside rapid heartbeat, nausea, diarrheic, sweating, shortness of

breath, headache, stomach contraction, chewing of nails and pen covers, breaking of

fingers, sweaty palms (Daly, Chamberlain, & Spalding, 2010).

● Emotional signs of test anxiety: racing thoughts, feeling of anger, fear, feeling of

helplessness, feeling confused, feeling of disappointment, panic experience.

● Behavioural/cognitive signs of test anxiety: lack of concentration, negative

reactions like sleeping during examination, crying, fidgeting, comparing oneself to

others lack of confidence, restlessness (Porton, 2013). Weak organization,

bewilderment, "going blank" or "freezing," and poor cognitive/behavioural skills. Test

performance declain due to difficulty concentrating. pacing or simply avoiding the

test during it, Even when they have adequately prepared for the test, students

frequently report "blanking out."(Kendra cherry , 2012).

1.1.4 Major Predictors of Test Anxiety

TA is considered an influential academic issue that negatively impacts students outcomes thus , many
Factors are suggested by literature as predictors of TA

1.1.4.1 Parental pressure

“Parental pressure is a predictor of test anxiety since it is associated with worrisome,

test irrelevant thoughts, and other physical symptoms relating to anxiety while being tested”
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(putwain et al, 2010,p.26) . “Academic education of parents is positively related to students'

test anxiety. likewise , parental attitudes and behaviours are significant factors in college

students’ TA”(shadach ,2013,p.28) .academic education of parents is a predictor of TA in

sense that their children are compelled to maintain their success and academic

achievements , oftentimes , in fields they are not interested in

1.1.4.2 Characteristics of the test

“The characteristics of the test environment like the importance of the task,

atmosphere, the given time ,examiner attitudes and physical setting can affect the level of

TA felt by the student” (salend, 2012,p.44). that is to say , though TA is a compensation of

cognitive and emotional factors it is also affected by external elements , even for a non-

anxious students if the test is of a determine importance his levels of TA are likely to increase

1.1.4.3Self- efficacy as predictors of test anxiety

According to control-value theory of achievement emotions (Perkin , 2006), test

anxiety results from an interaction of cognitive control and value appraisals regarding a

specific achievement situation (e.g., an upcoming exam). While value appraisals refer to the

value students subjectively attribute to achievement activities (e.g., learning for the exam)

and their outcomes (e.g., passing the exam)

Low self-efficacy expectations can lead to such unsettling control appraisals: As

pupils with low expectations for their own efficacy.in high threat situations test anxiety and

worry increase( sealend , 2011) . Researchers Putwain and Best (2011) expressed that test

performance among elementary children when they are put under teacher's pressure in an
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attempt to create a higher stress environment is worse in high threat situations test anxiety

and worry increase. Allan Wigfield and Jacquelynne (2010) proposed that anxiety is a

multifaceted construct with roots in how parents respond to their children's early aspirations

for Achievement. Its ontogeny is linked to children's growing ability to evaluate their

academic performance in light of their prior performance, other students' performance, and

the stricter evaluative standards they face as they advance through the school system.

Sansgiry (2006) claimed that Test anxiety is correlated with students' perceptions of their

course load and their capacity for time management with their coursework. Future research

should assess how stress/time programs help people feel less anxious and stressed.

1.1.4.4 Relation between Test Anxiety and Learning Disabilities

Some researchers have noted a relation between test anxiety and a history of learning

difficulties (e.g., Peleg, 2009; Sena et al., 2007). For example, Peleg (2009) found that among

students with a learning disability, test anxiety was significantly higher when compared to

rates of test anxiety among students without a history of learning disabilities. Sena and

colleagues reported that because students with learning disabilities were more likely to have

negative

Test anxiety has been identified as a major obstacle many students with learning

disabilities face(Cohen et. al., 2004).For students with learning disabilities, the consequences

of test anxiety may be more severe (e.g., Holzer, Madaus, Bray, & Kehle, 2009). For

example, the research indicates that students with learning disabilities are less likely to use

test-taking strategies(i.e., reading the questions first to know what to read for) than their peers

without learning disabilities, and are considered to be less test-wise (Holzer, Madaus, Bray

Kehle, 2009). Test anxiety among students with learning disabilities has been linked to

academic performance problems as well as more behavior problems and hostile feelings
 14

about school, as compared to students with no identified learning disability (Peleg, 2009).

Specifically, students with learning disabilities are more likely to report feeling more stress,

nervousness, frustration

1.1.5 Negative Impacts Of Test Anxiety on academic performance

Test anxiety can impair students' performance and harm their whole academic life since

they will not be able to achieve an effective learning, beside to the academic effects, test

anxious students reported themselves to have a lower self-esteem compared to less anxious

students (e.g., Peleg, 2009, Thomas & Gadbois, 2007) . Hembree(1988) states that

improvement in test scores and grade point average is highly related to test anxiety

moderation. It has also been found is literature

that test anxiety is related to students’ underachievement and low performance ( rwizan, and

nacire, 2010). In the same context another study conducted by Hancock (2001) revieled

statistically significant findings that showed that anxious students performed badly and had

lower motivation to learn, comparing to less anxious students . He came to the conclusion

that students who are extremely test-anxious do badly and are less motivated to perform when

they are exposed to a highly evaluative assessment environment in their educational

institution.

Hunsley (1985) found that the relationship between test anxiety and academic

performance was significantly negative.” Students who show a high level of test anxiety

obtain lower marks than students who reported a moderated level of test anxiety” .(hassan

and Khaled, 2009, p .8 ) the same researchers have also examined the connection between

test anxiety and academic accomplishment they found that people who perform well

academically also had low test anxiety ratings and vice versa. Kaya (2004) views that The

primary factor which has an impact on achievement in Science is test anxiety. In addition to
 15

that test anxiety seems to have a negative impact on the learner’s study skills as well. High

test-anxious students have poorer study skills.

For high test-anxious students, quality of study habits and time dedicated for study

were positively related to academic performance, whereas frequent absences and delaying

exams were inversely related to underperformance. Culler and Holahan (1980) and

Hambrees' (1988 revealed that Test anxiety affects performance negatively. It is inversely

related to students' self-esteem and directly related to their worries about being judged

negatively, acting defensively, and other types of anxiety. Ability, gender, and grade level are

factors that contribute to varied TA levels. There are many effective treatments for lowering

test anxiety. Contrary to popular belief, TA reduction is consistently accompanied by

increased test performance and grade point average

Figure 1.1: The Impact of Test Anxiety on Performance (Illustration of the Yerkes-Dodson

law )

1.1. 6 the role of teacher in moderating students test anxiety

First, it must be taken in consideration how psychologists suggest reducing anxiety in

general. Then , the role the teacher can play to reduce this anxiety will be identified .
 16

Hashemi and Mashayekh (2011) explain that the best way to reduce anxiety is to work on

personal health, diet, exercise, and sleep. Their suggestions continue to explain improving

examples of how teachers can improve the self-image of their students.

Moreover ,Coleman’s(2012) suggestions include a long list of small changes teachers can

make in the classroom: Encourage students to remind themselves of the positives attributes

they hold; focus on creating realistic plans of actions for finding and reaching students’

individual goals; congratulate students’ progress, even if the end goal is not yet met; use

descriptive feedback, for example, say “You set up the equations correctly!” instead of

“Good job”; do not compare progress between students; and use practice tests to boost

confidence. Self-image is one of the main reasons students experience test anxiety, so the

simple ideas listed above can improve the students’ images of themselves. Cassady (2004)

supports Hashemi & Mashayekh by stating that to overcome test anxiety, teachers should

implement setting goals in the classroom, show students how to effectively prepare for tests,

teach how to control stress, and provide motivational support. By implementing these above

ideas in our classrooms, students may be less likely to fall down the spiral of negative

thinking from one or two bad performances or experiences with a subject.Cassady supports

setting goals in the classroom to increase self-confidence, but also believes that students need

to learn how to prepare for tests. Teachers can also help improve this area as well. As

mentioned above, practice tests are a good way to improve self-image, but also help students

reduce anxiety. Hashemi and Mashayekh (2011) explain that practice tests are the most

proven, yet least used way to study for tests to reduce anxiety. With practice tests, students

are given a chance to see their areas of weakness and strength. The students also get a look at

how a test may be organised, enhancing their confidence and reducing anxiety.

When test day does arrive, teachers can continue to reduce anxiety by making sure

that the tests are parallel to the teaching and practice tests.your self-image, motivation, and
 17

attitudes can help reduce anxiety. As many know, teachers do not have control over how

healthy a student is, how much sleep he or she gets, or what his or her home life is like. But

teachers can help reduce anxiety in some ways. One of the main areas causing this test

anxiety is the low self-image of students who consistently perform poorly on tests. This is an

area teachers can work on with their students.

Coleman (1993) gives specific focuses on how to write tests to decrease anxiety.

Salend explains that it is important to use “student-friendly tests,” which he defines as tests

that are valid, accessible, and motivating and employ best practices for creating test

directions and items. Salend (2009) suggests to use essay questions to test students on

information learned during cooperative learning or inquiry activities, while using multiple

choice or true and false questions to test students on factual knowledge, making sure to use

the same terminology used in class

Salend (2012) continues explaining that tests should be easy to read, using vocabulary

students know, and separating directions so it is easy to distinguish directions from questions.

Salend also suggests using test questions related to students’ lives. We must realize, though,

that just by making the test easy to read and relatable may not reduce anxiety in students. As

seen above, confidence and thoughts before and during the test can also cause anxiety. So, it

is also important for teachers to teach test taking strategies (Hashemi & Mashayekh, 2011).

The teacher can develop and review study guides that will provide students with insight on

the purpose, content, and formation of the test. Lastly, make sure summative assessments are

not the only type of assessment used. Consider using other assessments such as portfolios and

observations. This will make students feel more comfortable, knowing that tests are not the

only part of their grade

 18

1.1.7 Strategies to Cope with Test Anxiety

Creswell, Waite, and Cooper (2003) viewed that coping with test anxiety can be achieved

by utilising the psycho-educational definitions and Regulations of negative automatic

perceptions , stimuli of fear, managing problems and working on coping skills . educational

decisions about their growth and validity are made. Giving children access to effective study

techniques, test-taking procedures, and surroundings can help them succeed in school and in

other spheres of their lives. However, According to the study of Nagwoke et al (2013) ,

students' test anxiety was unaffected by their study habits. Compared to cognitive and

psychomotor issues, test anxiety is more of an emotional problem. Test anxiety was

considerably influenced by gender. As a result, gender sensitivity should be seen as a

deliberate classroom management technique. Regardless of apparent gender inequalities in

other crucial school learning activities that have an impact on students' academic readiness

and performance, it is advised that learning environment conditions be established to

optimize students' emotional health and general well-being. Additionally, parents are

encouraged to express increasing awareness of and concern for testing and the testing

environments that their children experience at school. Continued cultural dialogue about

gender is necessary to emphasize that there should be a focus on gender differences, on the

other hand, Barry & Messer (2003) highlighted two self-monitoring approaches that are used

to enhance classroom manners. These approaches are the following:

● cognitive management method (Mithem and Young, 2001): This method outlines

the relationship between behavioural responses and their outcomes. This cognition

centred Method consists of self-patrolling, self-recompense and self-registration

(Stober and Perkin 2004).

● Meta Cognitive self-monitoring approach: is another management Method that

highlights the origin of the response. This method emphasizes the importance of
 19

examining students ' own thinking processing before making responses. In order to

develop behavioural self management , by ensuring that the meta-cognitive skills

that underlie and control impulses are improved (Washbush & Hill, 2001).

Coping with test anxiety is not the responsibility of the psychologist and Instructors

alone. The learners, parents and all the responsible for education Must collaborate and act

together to make sure that learners are free of test anxiety. To enhance their performance

which is a need for social and institutional progress (Bekomson and Amalu2021). Kondo

(1997) suggested that basic strategies for managing test anxiety are divided into five methods

Positive Thinking, Relaxation, Preparation, Resignation, and Concentration

● The first type, Preparation, stands for attempts at controlling the impending threat by

making more study effort. Use of Method helps to improve learners’ competence and

hence lower their anxiety about the subject Matter

● The second category, Relaxation, involves strategies that seeks to buffer

● Somatic anxiety signs.

● The third type set for Positive Thinking, include the focus on pleasing situation and

enjoyable thoughts rather than the fact that the student is in an anxiety provoking

situation

● The fourth type, Peer Seeking, which means the observation of the other

● students and noticing that they are as anxious as himself can reduce the levels of test

anxiety

● The fifth type was labelled Resignation. This category is characterized by students’

neglect for the anxiety problem (e.g., giving up, sleeping in class).

In terms of information processing remedies (Epstein, 2003) make the assumption

that implicit schemas gleaned from prior experiences always impact rational information

processing, most of the time unconsciously and automatically. Therefore, cognitive

 20

evaluations are never wholly based on rational considerations but are always skewed by

information processing based on prior experience.

As an attempt to react against this problem (TA) Christopher L and others (2017)

highlight the need of creating a multifaceted intervention model that assists emotion

management and self-control skill development to reduce the negative effect of cognitive test

anxiety on learners’ outcomes.

In other words, Christopher’s suggestion take the lead off emotional intelligence one

of the suggested predictors of TA that involves the ability of emotion management

Section two: Emotional intelligence

This chapter provides an introduction to emotional intelligence. It attempts to define

EI and entails a historical background of the concept , its components and explores EI

development in educational context

1.2.1 Definition of Emotional Intelligence

Emotional intelligence is controversy term that has been invested in the literature

since the mid-nineties , Bar-On (2006) states that the construct of EI was presented about a

century ago. , The concept of Emotional intelligence was first introduced by Abraham

Maslow in the 1950s (Dhani , Priyam 2021) .However, Golman is considered as the father of

emotional intelligence considering that the construct gained its popularity from the book

of Goleman: Emotional Intelligence Why it can matter more than IQ (1995). Goleman has

also write several similar works that emphasized the understanding of the construct( Salovey

and Mayer1990 , p.189 ) defined it as the" We define emotional intelligence as the subset of

social intelligence that involves the ability to monitor one's own and others' feelings and

emotions, to discriminate among them and to use this information to pilot one’s thoughts and
 21

actions” the analysis of this definition reflects major capacities: perceiving, using,

understanding, and managing emotions Although These capacities are different yet they are

associated ,

Ryback (1998) declared that Emotional intelligence can be interpret as the ability to

utilize your sensitivity and awareness to recognise the feelings in the interpersonal

communication, and to withstand the urge to react without thinking , instead it allow to

respond from receptivity, authenticity and candour. (Farnham,2001) view that EI can be

perceived as an assemblage of personality traits associated with feelings . In particular, EI is

bunch of dispositions and self-perceived abilities rather than a type of cognitive-emotional

abilities.

1.2.1.21.2.4 Social Intelligence and Emotional Intelligence

Emotional awareness is crucial for everyone, regardless of whether you are a teacher

or are just studying to hone your leadership abilities. Emotional intelligence has been studied

as a type of "social intelligence" by Thorndike (Sharma, 2008). He divided intelligence into

three categories: social intelligence, which deals with managing and understanding other

people, mechanical intelligence, which encompasses managing and comprehending tangible

objects. Thorndike defines social intelligence as the capacity to understand one's own

behavior as well as that of others and to successfully use that knowledge in social settings.

According to Kaufman (2001), both intellectual and non-intellectual elements have an impact

on a person's ability. Both sorts of factors also have an affect on one's intelligence

1.2.2 Historical Background of Emotional Intelligence

The word "EI" has been used on occasion since at least the mid-twentieth century.

Jane Austen's literary work "Pride and Prejudice" mentions various characters who have the

quality of EI (Van Ghent 1953, p. 106-107). The scientific evidence References can be traced
 22

back to the 1960s. According to (Leuner, 1966), EI is discussed in psychotherapy treatments

and fosters social and personal development in general (Beasley 1987, Payne 1986). In the

1980s, psychologists addressed the concept of multiple intelligence with newfound openness

(Gardner 1983, Sternberg 1985). Meanwhile, research into how emotions and cognition

interact was on the rise. It was amid these active enquiries that the first scientific studies on

EI began to appear (Mayer, et al, 1990).Because of the topic's popularization in the late

1990s, interest in studying EI increased considerably (Goleman 1995).

According to Mathew et al. (2002), several researchers, including Peter Salovey and

Jack Mayer, have written scholarly papers in the past. articles regarding EI in peer-reviewed

journals, and Reuven Baron claims to have utilized an emotional quotient notion in an

unpublished PhD dissertation that is difficult to find. So Goleman (1995, 1998, 2001) has

been the most significant in popularizing the concept of EI. Nonetheless, Goleman's (1995)

definition of EI was critiqued as being too broad because it includes features that trained

psychologists regard to be long-standing concerns of the personology field (Mathew. al.,

2002). For example, (Goleman, 1995, p. 34) mentions the ability to inspire oneself, to be

persistent when faced with frustrations, to defer gratification and control urge, to keep stress

at bay and regulate one's own moods, to hope and sympathize.Criticism of the definition

prompted concerns about whether EI is a novel concept or an old one (Mathew, 2002). With

the enchantment of this new phrase and the excitement of discovering the potential of this

new intellect, the Many others utilized the word, although in very diverse ways (Bar-On

1997, Elias et al. 1997, Goleman 1995, Mayer & Salovey 1993, Picard 1997). As a result, the

number of scientific articles on the subject increased dramatically

1.2.3 theoritical models of EI

 23

The distinguished theoretical models of EI discriminate between two different

concepts of EI: trait EI and ability EI. First, trait EI conceptualize EI as a constellation of

personality traits and relatively stable parts of behaviour that facilitate the recognition,

processing and managing emotive situations such as enthusiasm, motivation.the second type,

ability EI is defined as the adaptive application of feelings that allows an individual to solve

problems and effectively adapt to their environment (German ,et al, 2019).

1.2.4. Major Components of Emotional Intelligence

1.2.4.1Self-Awareness

Self-awareness is a complex term to define since multiple definitions have been made

for it (Sutton at al 2015). Eriksen (2009) defined it as the capacity to have conscious

knowledge about one’s self, convictions, assumptions, principles, and emotions and their

consequences on one’s day-day lived experiences . Eckroth-Bucher(2010) Self-awareness is

a multi-dimensional, introspective process used to become conscious of, scrutinize, and

understand one’s assumptions , emotions , beliefs , and values on an ongoing basis, with the

use of this understanding to consciously and authentically guide behavior”

1.2.4.2 Self Regulation

Self-regulation is the ability of continuously controlling self and progress toward a

goal, checking outcomes, and redirecting unsuccessful efforts (Berk, 2003). It includes the

capacity to maintain the focus on the desired results and to prevent destruction . The ability

to self-regulate has been viewed as a desirable quality throughout history because of its

positive outcomes on behavior and the acquisition of skills (Reid, 1993).

 24

1.2.4.3 Social Skills

Social skills are the tools that enable people to communicate, learn, ask for help, get

needs met in appropriate ways, get along with others, make friends, develop healthy

relationships, protect themselves, and in general, be able to interact with the society

harmoniously (Down at al 2017). A social skill is any ability that ameliorate the interactive

process by creating social standards , socialization is the attempt to learn and apply these

skills . However, if these skills are neglected social breakdown will occur.

1.2.4.4 Motivation

Motivation refers to “the reasons underlying behavior” (Guay et al., 2010, p.

712).Motivation stands for reasons that prime behavior that is distinguished by desire and

disposition . There are two types of motivation Intrinsic motivation which is characterized

by inner willingness , attraction , or delight . The second is extrinsic motivation is ruled by

external reinforcement . Motivation involves a Assemblage of associated thoughts , views

and principles.

1.2.4.5 Empathy

Empathy is the ability to understand or feel what another person is experiencing from within

their frame of reference, that is, the ability to put oneself in another's position (bullet ,and

malony, 1990) . empathy is defined as a constellation of social, cognitive, and emotional

processes primarily related to understanding others (and others' emotions in particular).

Types of empathy include cognitive empathy, emotional (or affective) empathy, somatic

empathy, and spiritual empathy (Chism, et. al,2009).

 25

Figure 1.2: EI hierarchy ( Riopele, 2019)

1.2.5 Emotional intelligence vs alexithymia

1.2.5.1 Defintion of alexithymia

Alexithymia is a personality trait characterized by the inability to identify and

describe emotions experienced by oneself(bagby ,1994) .The core characteristic of

alexithymia is marked dysfunction in emotional awareness, Furthermore, people with high

levels of alexithymia can have difficulty distinguishing and appreciating the emotions of
 26

others, which is thought to lead to empathy and ineffective emotional responses(feldman et

al, 2013 ).”High levels of alexithymia occur in approximately 10% of the population and can

occur with a number of psychiatric conditions as well as any neurodevelopmental

disorder”(Taylor ,1997,p.67) .Difficulty with recognizing and talking about their emotions

appears at subclinical levels in men who conform to cultural notions of masculinity (such as

thinking that sadness is a feminine emotion). This is called normative male alexithymia by

some researchers (karren 2014) .However, both alexithymia itself and its association with

traditionally masculine norms occur in both sexes (Kevin, 2017).

1.2.5.2 The Relationship between Emotional Intelligence and Alexithymia

Alexithymia is a disorder that can affect people who are on the low end of the

emotional intelligence range. The inability to comprehend or express emotion is known as

alexithymia. Alexithymia is a disorder that can affect people who are on the low end of the

emotional intelligence range. The inability to comprehend or expressing emotion is known as

alexithymia. Alexithymia is a disorder that can affect people who are on the low end of the

emotional intelligence range. The inability to comprehend or express emotion is known as

alexithymia (Edmonds, 2022 ) .(Parker, et al, 2010) viewed that although the conceptions are

distinct, they have a lot in common and are inversely connected. Alexithymia is a type of

deficit in emotion processing and regulation, which has a detrimental effect on emotional

intelligence (karimi, et al, 2010).

1.2.6 The Relationship Between Emotional Intelligence and Other Phenomenon

1.2.6.1 Leadership

Emotional intelligence (EI) is an important competence in every worker in an

organization or corporation, especially someone that is in charge inside the organization. A

 27

leader has to be a source of inspiration and catalyst for the employees to improve their

working conditions. A leader must be emotionally intelligent he must have the ability to read

people emotions and needs never being told , The premise of emotional intelligence in

leadership is that emotional intelligence should be the premise of leadership. Before tasks,

followers, goals and styles can be defined or critiqued, the leader’s emotional intelligence

must first be assessed (Goleman, Boyatzis & McKee, 2002, p. 5).

1.2.6.2 Academic Achievement

Parker and others (2005) tested the effect of emotional intelligence on the effective

transition from highschool to university. Findings show that academically successful

students reported significantly higher amounts of several different emotional and social

competencies. These findings emphasize that emotional intelligence plays an important role

in the successful transition from high school to university. Farooq (2003) claimed that

students with high emotional intelligence show better academic performance than the

students with low emotional intelligence.

1.2.6.3 Life Satisfaction

Emotional intelligence is a predictor to one of the most important human life value

that is life satisfaction a key to well-being , inner peace and self esteem Several studies have

examined the relationship between EI and life satisfaction (Bar-On, 1997;Ciarrochi, Chan, &

Caputi, 2000; Martinez-Pons, 1997, 1999; Mayer et al., 2000a) .(Benjamin Palmer et al 2002)

examined the relationship between emotional intelligence and life satisfaction the findings

show that the two construct are significantly correlated .beside the study of Ciar-rochi et al.

(2000) that shown the EI correlation with life satisfaction (r=0.22, P<0.05) even after

Managing for IQ and personality variables suggesting that EI accounts for unique variance.
 28

1.2.6.4 Anxiety

Anxiety is an emotional arousal that can harm human life process , it affects the way

he react and respond in the situations of challenge and assessment , it unlock his potentials

what results an underperformance .Emotional intelligence consists of the ability to deal

effectively with emotions, stress and Anxiety since it includes the capacity to recognise and

control feelings in other words to identify all negative emotions of stress and anxiety and to

use them to obtain positive outcomes .Studies carried out with nursing students by Montes-

Berges et al.(2007) have demonstrated that emotional intelligence is a competence that

reduces the detrimental effects of stress. They looked at how perceived emotional intelligence

(PEI), as determined by the Trait Meta-Mood Scale, affects the utilization of stress-relieving

techniques. Natalio 2006 conducted an experiment to examine the role of emotional

intelligence in anxiety and depression among adolescents The findings support the idea that

emotional intelligence is a significant and distinctive factor in psychological adjustment

1.2.6.5 Emotional Intelligence in Classroom

When working in a group, an individual has an advantage if they have heightened

awareness of both their own emotions and the emotions of others. It enables instructors, for

instance, to assess a student's mood and gives the teacher the opportunity to thoroughly assess

the environment in the classroom. A teacher may better comprehend their students' behavior

and present thinking by analyzing the emotional components of every event, whether it is

favorable or bad (Goldstein, ,2017). This will keep the students interested in the lesson.

According to Whitaker( 2018) emotional intelligence can be developed and taught in the

classroom by particular steps done by the instructor . First , Educate pupils on the wide range

of emotions first, then help them develop coping mechanisms. «The basic premise that

children must learn about emotions is that all feelings are okay to have; however, only some
 29

reactions are okay.”(Daniel Goleman 2004 p 14) Students need to work on maintaining

emotional control. They can practice their reactions by brainstorming potential replies to

various scenarios and then being given the freedom to role play. Second, teach pupils

empathy. Start by asking children to explain the thoughts and feelings of the characters in a

novel to encourage them to see the world from another person's viewpoint . third, In still in

students a sense of perseverance and perspective-taking Students should engage in

controversy and disagreement. Understanding that you don't always get what you want but

that you must learn to handle it is emotional development.

In a further study, the focus of this study is the impact of emotional intelligence on

learning, teaching and Education was conducted by Tevdovska in 2017 it revealed that

emotional intelligence components are needed in individual development and further careers.

The results of the study, according to the participants’ answers and reported average scores, it

is obvious that developing awareness and providing support for emotional intelligence

development is considered to be important for future professionals and workers.

1.2.6.6 Emotional Intelligence and Higher Education

Research has shown that emotional intelligence is important to the development of

students and academic achievement (Al-Rabadi, 2012; Bar-On, 2006; Feldmann et al., 2011;

Parker, 2005). Success in adulthood is dependent on cognitive skill, intellectual ability, and

the ability to maintain healthy relationships and regulate emotions. This creates a

fundamental need for the development and implementation of programs and experiences that

develop both the cognitive and non-cognitive competencies of undergraduate students

(Terenzini et al., 1996).Using EI assessments and instruments, administrators and educators

can discover the students’ areas of emotional intelligence which need strengthening. It is also
 30

important to understand the experiences, both inside and outside of the classroom, that can

assist in developing a student’s EI.

The majority of research in the field of emotional intelligence of college students is

centred on the relationships between emotional intelligence and academic achievement.

Schutte et al. (1998) The researchers hypothesized that emotional intelligence could be used

to predict grade point average for this propose were asked to answer EI scale ,. At the end of

the spring semester, the students’ final grades were collected. Scores on the instrument were

statistically significant in predicting This research aligns with extant literature suggesting that

emotional intelligence is related to academic achievement (MacCann et al., 2011; O'Connor

& Little, 2003). That is, a student with a higher emotional intelligence quotient was predicted

to have a higher marks.

1.2.7 Development and Emotional Intelligence among Students

While there is extensive research regarding academic achievement and EI, there is

limited research concerning EI and student development. Low et al. (2004) proposed a

student development model which included emotional intelligence. This mixed-model

approach to emotional intelligence was based on the theory that students can develop the

ability to identify and express, understand and experience emotions (Nelson, Low, & Nelson,

2005). The model is based on four competencies: interpersonal development, personal

leadership, self-management, and intrapersonal development. Interpersonal development

includes the development of healthy relationships through the development of assertion,

anger management, and anxiety management. The second competency, personal leadership,

includes the development of social awareness and comfort, empathy, decision making, and

positive influence. The third competency is focused on a student’s self-management,

specifically of his/her career and personal life. This development of self-management

 31

includes drive, time management, commitment and work ethic, and positive change. Finally,

a student develops intrapersonal competency in self-esteem and stress management. This

model is based on the Emotional Learning System (ELS) and was utilized in the Javelina EI

Program at a large southern university (Low et al., 2004). Potter (2005) conducted a study of

freshman students to evaluate the impact of an EI intervention program. A pre-test, the

Emotional Skills Assessment Process (ESAP), was given to both students who would be

involved in the intervention as well as to the control group. During the semester, students

received the Emotional Intelligence Intervention Program scored higher levels of EI

1.2.8 Role of Teachers in Promoting Emotional intelligence development

Teaching is the profession that shapes education. It is the essential profession, which makes

all other professions possible, well- qualified, caring and committed. Teachers will improve

curricula, assessments, safe school and highest standards in the world. Emotional intelligence

is the ability to recognize the emotions, their relationships, to reason out and solve the

problems. Teachers' goal is to provide an atmosphere where flow occurs easily and the

students are totally engaged in learning. Here teaching plays a vital role in developing

emotional intelligence among students.

 Affection : An important aspect of student emotional state is affection, what he

receives and what also he is giving to others. should get love from his family if does

not he will remain stress.

 Extremites: Parents/ Teachers should be careful that no emotion reaches to an extreme

in a child. As it can lead to physical damage. It should be control in the first stage or

initial stage. So that, the child not able to behave aggressively.

 32

 Group Behaviour :Teacher should intervene between attention of groups in a child.

He should give positivity in the groups. Teacher can give team work, develop the

cooperative learning , tell the students about the importance of group learning.

 Atmosphere : There must be positive atmosphere in the class. Creating a proper

atmosphere is important for child to flourish. So, it is important to have a healthy

atmosphere in the class.

 Being Fair :Teacher should be fair. Gentle behaviour should be the part of a teacher to

make child learn adjustment and to express their emotions.

 Free Expression : Atmosphere at home and in school should allow child to freely

express their thoughts and feelings.

 Joyful Learning :If lessons are boring, students will not able to enjoy the class and

content should be effectively delivered in the class with the help of different type of

teaching aids.

 Individual Difference :Teacher should pay specific attention to individual

differences. This would reduce stress and makes the emotion balanced.

 Curricular Activities : Participation of different type of activities provide outlet to

remain to channelize their emotion basically in right way.

 Evaluation :Continuous evaluation reduces the stressing child and it provide growth

for the all round development of the child and the teacher should also understand where

the child is lacking .

 Diversion :Attention should be diverted from anger, aggressive to normal situation

towards more pleasant feeling (saini 2021)

 33

1.2.9 previous studies on the relationship between TA and EI

This segment is devoted to studies conducted earlier in relation to emotional. All the

studies presented here are the reachable one's to the full knowledge of the

researcher ,however ,these investigations exhibit variation in terms of population ,research

design and study objectives nonetheless they add to the value and enrichment of the current

enquiry.

In his study( Malik, et al, 2013) he aimed to determine the link between emotional

intelligence and test anxiety in higher secondary students enrolled in the Special School

System. 150 students were chosen at random for the sample. The main goal the study was to

determine how emotional intelligence and test anxiety interacted.He found that there is a

correlation (correlation coefficient -0.603) between Emotional Intelligence and Test Anxiety

among students.

Arolin and Ansia (2017) paper offers a viewpoint on the connection between

adolescents' test anxiety and emotional intelligence. The sample (n = 80) was conveniently

drawn from a variety of higher secondary schools in the Trivandrum district of Kerala, and

consisted of youths between the ages of 14 and 16 who were taking their first board test. Both

the Emotional Intelligence Inventory (EII) and the Westside Test Anxiety Scale (WTAS)

were administered. The results shown that test anxiety would be predicted by emotional

intelligence . Test anxiety and emotional quotient were found to be negatively correlated.

ahmedpanah (2016) examined his research the relationship between emotional

intelligence and test anxiety among students the findings revealed that Higher scores on

emotional intelligence traits were associated with lower test anxiety scores. Relative to male

participants, female participants reported higher test anxiety scores, but not emotional
 34

intelligence scores. Intrapersonal and interpersonal skills and mood predicted low test anxiety

, while gender , stress management, and adaptability were excluded from the equation.

In his study,Ali beyani (2015) investigated the relationship between emotional

intelligence and test anxiety. The population was 335 secondary students (154 boys, 181

girls) Their ages of 14 and 17 (M= 15.85, SD=1.47). The Test Anxiety Inventory and the

Emotional Intelligence Appraisal are two self-report tests that were completed by all

respondents. A significant positive correlation between emotional intelligence and test

anxiety was found through analysis. Test Anxiety and Emotional Intelligence scores have

been found to have a substantial negative association.

khaladien (2013) studied the correlation between emotional intelligence , test anxiety,

academic success and self-esteem .The findings revealed significant negative correlations

between students' emotional intelligence and test anxiety, as well as between test anxiety and

academic achievement. There is also a significant positive relationship between their EQ and

self-esteem. academic excellence The findings also revealed that there are significant

negative correlations between students' self-esteem and test anxiety. It was also discovered

that there is no significant difference between male and female students' emotional

intelligence and self-esteem, but there are significant differences in male and female students'

test anxiety, implying that female students' test anxiety was greater than male students.

According to Rwizan (2017)emotional intelligence (EI) is said to decline in

adolescents at times of test anxiety and academic stress. To test the theory, 250 teenagers

between the ages of 18 and 23 who had a non-clinical history of stress and anxiety were

selected from the various colleges in the Kashmir valley. The sample was made up equally of

boys and girls. Using the emotional intelligence scale by Schute et al. measures, the intensity

of emotions was measured in response to all variables (test anxiety and academic stress). The
 35

gender differences in emotional intelligence and test anxiety were significant when our

objective results were taken into account.

Conclusion

The chapter of literature review contributed with valuable information concerning

prior research conducted about Emotional intelligence and students’ test anxiety, which serve

in finding answers for the study’s questions. The following chapter is concerned with

research methodology
 36

Chapter Two : Research Methodology

Introduction

This chapter presents an overview of the methodology plan, the research design and

approaches. It aims to describe population, the data collection, the instrument used , ethical

considerations and the study limitations .

2.1 Research Design

In order to reach a degree of succefulness in answering the research questions on

which this research was first set , an accurate design must be undertook

. The current study opts for the descriptive design since the research does not attempt

to establish cause-and-effect relationship between variables or to make predictions about

future outcomes. Instead, it focuses on providing a detailed and accurate presentation of the

data collected. That is to say, it aims at describing the levels of the two variable TA and EI

and the correlation coefficient between them without any kind of manipulation. For the

purpose of investigating the relationship between EI and TA the correlational method is

selected for the current research .the type of approach utilized in data collection is
 37

quantitative approach since the data collection tools are completely quantitative. As a matter

of fact, this research is a descriptive correlational study

2.1.1 the descriptive design

As stated by (Doluck 1993) Descriptive research design is a type of research methodology

that aims to document the characteristics, behaviors, attitudes, opinions, or perceptions of a

group or population being studied. It aims to accurately and systematically describe a

population situation or phenomenon. It can answers the, what ,where ,when  and how

questions but not why question , the present study is conducted to answer the question : what

is the relation ship between EI and TA among students , it investigates this correlation

between the two variables on their accurate state without manipulating them “A descriptive

study is one that is designed to describe the distribution of one or more variables, without

regard to any causal or other hypothesis “ ( Aggarwel , 2019, p.12)

2.1.1.1 TYPES OF DESCRIPTIVE STUDIES

Descriptive studies can be of several types, namely, case reports, case series, cross-sectional

studies, and ecological studies. In the first three of these, data are collected on individuals,

whereas the last one uses aggregated data for groups.

2.1.1.1 Case reports and case series

A case report refers to the description of a unique case like patient with an unusual disease or

with simultaneous occurrence of more than one condition. A case series is similar, except that

it is an aggregation of multiple (often only a few) similar cases. Many case reports and case

series are anecdotal and of limited value. However, some of these bring to the fore a hitherto

unrecognized disease and play an important role in advancing science ( Morb,2012)

2.1.1.2Cross-sectional studies

Studies with a cross-sectional study design involve the collection of information on the

presence or level of one or more variables of interest, whether exposure or outcome as they
 38

exist in a defined population at one particular time. If these data are analyzed only to

determine the distribution of one or more variables, these are “descriptive.” However, often,

in a cross-sectional study, the investigator also assesses the relationship between the presence

of an exposure and that of an outcome. Such cross-sectional studies are referred to as

“analytical”

Cross-sectional studies can be thought of as providing a “snapshot” of the frequency and

characteristics of a problem in a population at a particular point in time. These are beneficial

for measuring the prevalence of a problem population.

2.1.1.3 Correlational studies

Correlational research is a type of a non-experimental research that facilitate prediction and

Explanation among variables (Euclid seeram,2019) . A research design known as

Correlational study examines the connections between two or more variables. Since

correlational studies are not experiments, no variables are not changed or under the

Experimenter’s control. (Kendra cherry ,2022). For the case of the present research the

purpose was to determine the relationship between EI and TA

2.1.1.3.1 Forms of Correlational Research

Three different correlative research design types exist:a positive correlation ,Negative
correlation, no correlation

● positive correlation:

According to positive correlational research, as one variable rises, the other one rises as well.

For Example: Students that study more typically achieves higher grades, if there is a positive
 39

association between study habits and grades.

● negative correlation:

According to negative correlational study, one variable diminishes as the other one Increases.

For Example: If smoking and lifespan have a negative relationship, it suggests that smokers

often live shorter lives than non-smokers.

● No correlation:

It implies that the two variables are unrelated to one another

2.1.1.3.2 Data Collection Methods in correlational research

Correlational Data Can be gathered in the following ways: Surveys, Observational

Data, Existing Data Sets.

 Questionnaires can be administered in person, over the phone, or online. They

typically ask questions about people’s opinions, beliefs, or behaviours.this tool is the

opted tool for the current study two scales ( TEIQ-SF and WTAS) were used to

measure students levels of EI and TA

 Observational Data. This involves observing people in their natural environment and

taking note of their behaviour.

 Existing data sets. This could involve looking at data from previous studies or from

administrative records.

2.1.1.3.3 Data Analysis Methods in Correlational Research

Some common methods include: Pearson’s correlation coefficient, Spearman’s rank
correlation coefficient, Kendall’s tau.
 40

 Pearson’s correlation coefficient; This measures the strength of the linear

relationship between two variables.

● Spearman’s rank correlation coefficient: This measures the strength of the relationship

between two variables when there is no linear relationship , Spearman correlation

coefficient was the one utilised the present investigation

● Kendall’s tau: This measures the strength of the relationship between two variables

when there is no linear or monotonic relationship.

2.1.2 the quantitative approache

is a research strategy that focuses on quantifying the collection and analysis of data. It is

formed from a deductive approach where emphasis is placed on the testing of theory, shaped

by empiricist and positivist philosophies. Associated with the natural, applied, formal, and

social sciences this research strategy promotes the objective empirical investigation of

observable phenomena to test and understand relationships. This is done through a range of

quantifying methods and techniques, reflecting on its broad utilization as a research strategy

across differing academic disciplines.

The objective of quantitative research is to develop and employ mathematical models,

theories, and hypotheses pertaining to phenomena ( Geslene, 2011) . “The process of

measurement is central to quantitative research because it provides the fundamental

connection between empirical observation and mathematical expression of quantitative

relationships” ( Alan,2011,p.78).

Quantitative data is any data that is in numerical form such as statistics, percentages. The

researcher analyses the data with the help of statistics and hopes the numbers will yield an
 41

unbiased result that can be generalized to some larger population. Qualitative research, on the

other hand, inquires deeply into specific experiences, with the intention of describing and

exploring meaning through text, narrative, or visual-based data, by developing themes

exclusive to that set of participants

2.2 Research setting

The current study was conducted at the level of the department of English language and

literature at Mohamed Lamine Debaghine setif 2 ,university . During the school year 2022-

2023 during the second semester

2.4 Major research participants

Along this study, different participants contributed to accomplish identifiable objectives, the

role of the participants varied as to, first, allocate and ensure the existence of the research

problem at the exploration phase. Second, pilot testing the research tools. Third, participating

as members of the research simple

2.4.1 Participants in the exploratory phase

For the purpose of appointing the research problem, fifteen students volunteered to undergo

an FGD. Besides that, an interview which was conducted with two teachers who were

consent to answer our questions, both tools (FGD and the interview) three students

volunteered to pilot test the FGD

2.4.2 Participants in pilot testing of the research tools

Five volunteers out of the entire population and aside of the sample were administered the

research tools ( the tow scales TEIQ-SF and WSTAS) in order to verify wording of the

questionnaire , the required time for them to be answered , and the clarity of their items

2.4.3 The participants representing research sample

 42

Eighty students from the master one groups were chosen to represent the entire population

In alignment with the impossibility of random sampling due to the fact that administrating

Two questionnaire one of them with thirty questions would be a time consueming for student

This means not all students accepted to answer the scales . Hence, purposeful convenience

Sampling was the natural choice the participants were selected base of their convenience

2.5 research population and sample

Master one students at the department of English language and literature at Mohamed Lamine

Debaghine , setif 2 university presents the population if this research in a total number of 362

The population was neatly selected , considering the fact that master one students are mature

enough to respond to a self-reporting scale appropriately , in addition that they grasp a

sufficient language proficiency to understand the elements of the scales what facilitate the

procedure of data collection

The sample under investigation consists of eighty students, they were selected with no

Consideration of their gender or age and they were of both specialities language sciences

and literature and civilization , the same students answered the two scales at the same time

fore the reason that the two scales mast be answered by the same person to obtain a reliable

data , and it would be difficult to to address the second scales to the same persons that

have answered the first one days away

2.6 . Data collection tools

in order to obtain a holistic picture of the problem being investigated and to ensure its

existence among master one students , purely qualitative tools were utilized during the

exploration phase . for that , a FGD and interview were employed . thereafter , in order to

collect the neccesery data that enobles exploring the relationship beteew the tow variables
 43

the two scales _ (TEIQU-SF) as a tool of measuring EI and( WTAS)as a tool of measuring

TA_ were administered to the research sample

2.6.1 during the exploratory phase

2.6.1.1 Focus group discussion

“A focus group is a small group interview with participants who have other

Characteristics or experiences in addition to having a comparable demographic. Their

responses to queries posed by the researcher or assessor are investigated” ( Williams , 2010,p

177” In market research for example , focus groups are used to better understand consumers'

responses to goods or services or participants' perspectives of common experiences.

Discussions may be facilitated or unmediated. Focus groups can be used in market research

to examine how a group reacts to a novel good or service. They can elicit lessons learned and

suggestions for performance improvement as a tool for program evaluation. The goal is for

the researcher to comprehend the responses of the participants. It is possible to anticipate that

group members' reactions will reflect the opinions of the greater population if they are

representative of it David (1996) .Thus, focus groups constitute a research or evaluation

method that researchers organize to collect qualitative data through interactive and directed

discussions.

2.6.1.2 Piloting and revising focus group discussion

Pilot test "is a procedure in which a researcher makes changes in an instrument based on

feedback from a small number of individuals who complete and evaluate the instrument

(cresswell, 2012) .Effective pilot testing requires choosing a sample of people who are

similar or part of the test target audience (Miller, McIntyre lovler 2011) pilot testing helps

increasing validity and reliability of results obtained from research instruments (lodicoet al
 44

2006). The table below demonstrate the changes occurred after the pilot test in this

investigation , a FGD schedule was pilot tested and slightly modified

The table below demonstrate the changes occurred after the pilot test:

Table 2.1 piloting and revising focus group discussion items

Item First version Final version

3 What strategies do you rely on What strategies do you rely

to avoid feelings of anxiety on to decrease feelings of
during tests ? stress and anxiety during
tests ?

2 What do you think are the What makes you stressed

reasons for this emotional about tests ?
arousal?

2.6.1.3 FDG Administration Procedures

Five master one students from the entire population volunteered to undergo the FGD. The

latter lasted half an hour which was not recorded because of the refusal of the participants

All the members of the group belong to the same population that helps obtain worthy views

about their perception about TA and the strategies they use to minimize its levels . Personal

points of view are better clarified end filtered bias during the process of discussion The

reason behind utilizing the FGD by means of helping the researcher allocating. The problem

is that FGDs helps obtaining variety of points of view based on an organized interaction

among the FGD members.

2.6.2 Semi-structured interview

In the social sciences, semi-structured interviews are a common research technique. A semi-

structured interview is more open and allows for new ideas to be raised as a result of what the
 45

interviewee says than a structured interview, which has certain questions from which one

cannot deviate. In a semi-structured interview, The interviewer typically has a framework of

themes to examine. Knott et al (2022).

An unstructured interview is the opposite of a structured interview since it is more casual,

free-flowing, and similar to a conversation you would have every day. Every interviewee

receives the same interview questions in a structured interview because it is a sort of

interview that is meticulously organized. The in-between interview is a semi-structured one.

The loosely organized questions allow respondents more freedom to fully express

themselves. In contrast to structured interviews, however, semi-structured interviews are less

objective and more difficult to justify legally

2.6.2.1 Pilot Semi-Structured Interview

An expert in research methodology was consulted for possible adjustments and

modifications is order to obtain suitable final version. The following adjustment took

place

Table 2.2 Piloting and Revising Two Items Of Semi-Structured Interview

Item First version Last version

2 In what way can students' (Deleted) because it is a theory

emotional intelligence be question that cannot be asked to
developed by teachers in and answered immediately, it
the classroom? was replaced by questions
about EI components that are
observed and practiced teachers
 46

2.6.2.2 Semi-Structured Interview Administration

In order to get our opinions and further insights beyond those drawn from the FGD, a semi-

structured interview with five teachers of master students was devised for the purposes

exploring the teachers perception of the current state of attention to EI and TA and moreover,

to look into their insight about the possibility of promoting EI components at classroom . The

interview lasted about fifteen minutes for each teacher . one of them is tape recorded the

second one is not recorded due to the refusal of the teacher

2.6.3 research instruments

in an effort to assemble the required date to explore the students levels of EI and TA

two different scales were devised the first one is (TEIQU-SF) and the second is (WTAS)

both of them are valid and reliable

2.6.3.1 trait emotional intelligence questionnaire

“The Trait Emotional Intelligence Questionnaire, or TEIQue, is an openly accessible

instrument developed to measure global trait emotional intelligence. Based on the Trait

Emotional Intelligence Theory, the Trait Emotional Intelligence Questionnaire is a

significant part of research in emotional intelligence (EI)” (Petrides ,fuhrman,2003,p 19)

The TEIQue consists of 30 items, each of which is assessed from 1 ("Strongly disagree")

to 7 ("Strongly agree") on a Likert scale. Scores are obtained for the global trait EI, four

components, and 15 aspects. The self-awareness (which denotes emotion recognition),

motivation (content with life),Social skills (interacting with others ), empathy (influence

by other people's feelings), are all componants of EI. The Emotionality factor contains

the aspects of Emotion perception (including self and others), Emotion expression
 47

(communicating feelings), Relationships (interpersonal abilities), and Trait Empathy

(seeing things from other people's perspectives). Emotion regulation (control of

emotions), stress management (control of stress), and impulse control are all components

of the self-control factor (petrides , 2009)

Regardin the reliability and the validity of the instrument, a sample investigated by

Memar (2002) to determine validity and reliability for TEIQue, internal consistency and

test-retest both indicated scale reliabilities of 0.71 and 0.76. High correlations between

the TEIQue with Shrink’s Emotional Intelligence Scale showed validity in measuring

emotional intelligence, the instrument is translated to 20 languages.

2.6.3.2 Westside test anxiety scale

the Westside a quick screening tool Test Anxiety Scale is used to find students who

have anxiety-related academic difficulties. Ten elements make up the scale, and

administering it takes between five and eight minutes. School counselors have made use of it.

over many years, and in three different study initiatives, it has served as the main indicator of

anxiety. therefore school initiatives are the goal of the current inquiry.can trust its

applications and better comprehend its characteristics.( Richard Driscoll ,2004). The

Westside scale picks up performance impairment and intrusive worry: Impairment (memory

loss and poor cognitive processing) — Items #1, 4, 5, 6, 8, 10 Worry (catastrophizing) —

Items #2, 3, 7, 9 The scale is constructed to measure anxiety impairments, with most items

asking directly about performance impairment or about worrying, which interferes with

concentration

2.7 data collection procedure

2.7.1 pilot test of the research instruments (TEIQU-SF /WTAS)

 48

It is with no sense to pilot test these tools for two reasons .First, the TEIQu-SF is already a

short form that contains 30 items in comparison to the original version that contains 160 item

and each group of questions in it measure a specific component of emotional intelligence.

For the Westside test anxiety scale the three students that volunteered to pilot test the

instruments reported that the scale is brief, clear and understandable therefore no adaptations

are made . Second, both of the scales do not require writing or profound reflection

2.7.2 Administration of the tow scales

After the exploration phase, the tow scales (TEIQU-SF) and (WTAS) were administered

to the total sample (eighty master one students) as to attain the needed data concerning

the enquiry of the students levels of TA and EI and to investigate the relationship

between the two variables, both scales were administered at the same time since that

they must be answered by the same students and it is likely that some participant would

not be available for a second time to answer a second scale

Both questionnaire took about 40 minutes to be answered ; “30 minutes for the

(TEIQU-SF) and 10 minutes for (WTAS) , all the administered copies of the scales were

collected back fully answered and the students were informed about the confidentiality

of their answers and the anonymity of their identities

2.8 data analysis procedure

According to yin (1994) , data analysis resets on the principle of giving sense to the gathered

data in a systematic and ordered manner.

 49

2.8.1 Analysis of the Exploration Tools

The exploration phase included the utilization of qualitative tool FGD with students

and interviews with teachers, the tools are transcribed and analyzed subsequently research

problem and questioned are generated.

2.8.2 Analysis Of The Quantitative Tools

The quantitative data of the(TEIQU-SF) and the (WTAS) are analyzed by SPSS the

determination of the correlation possibility was done by spearmans 's correlation coefficient.

then, Cronbach reliability statistics of the consistency tests are calculated.

2.9 Ethical confederations

Ethicalness is central to any research procedure .therefore, all participants were given

the choice to volunteer or not in this study and the choice to answer the scales or not .

furthermore , participants anonymity and data confidentiality were confirmed , as far as

administrational procedure are concerned , an official written permission request was

submitted at the level of the English department to conduct the curren study . finally, the

ethics of the researcher as to preserve the data obtained mostly secured from any kind of

changes that may serve the researcher’s personal objectives was emphasised

Conclusion

In this chapter, the research design , the instruments ,the tool administration, the

description of the materials used in research the description of the correlational design, data

collection and analysis procedures molded the methodological framework realized in the
 50

investigation . The following chapter, however, is dedicated to data analysis, interpretation

discussion of the findings and recommendations and implications obtained from these results.

.
51
 52

2.9.1 Pilot Test of The TEIQP And Westside Test Anxiety Scale

It is with no sense to pilot test these tools for two reasons .First, the TEIQP is

already a short form and each group of questions in it measure a specific aspect of emotional

intelligence. For the Westside test anxiety scale the three volunteered students to pilot test

the instruments reported that the scale is brief, clear and understandable therefore no

adaptations are made . Second , both scale are a self-reporting scales that have to do with

personal affirmations and both of the do not require writing or profound reflection.

2.10 Test of Trait Emotional Intelligence (short form)

The TEIQue consists of 30 items, each of which is assessed from 1 ("Strongly

disagree") to 7 ("Strongly agree") on a Likert scale. Scores are obtained for the global trait EI,

four components, and 15 aspects. The aspects of self-esteem (which denotes confidence), trait

happiness (content with life), and trait optimism make up the wellbeing factor (hopefulness).

Social awareness (social skills), emotion management (influencing other people's feelings),

and assertiveness (standing up for one's rights) are all aspects of the sociability factor. The

Emotionality factor contains the components of Emotion perception (including self and

others), Emotion expression (communicating feelings), Relationships (interpersonal abilities),

and Trait Empathy (seeing things from other people's perspectives). Emotion regulation

(control of emotions), stress management (control of stress), and impulse control are all

components of the self-control factor.

 53

2.11 Westside Test Anxiety Scale

A very quick screening tool called the Westside Test Anxiety Scale is used to find

pupils who have anxiety-related academic difficulties. Ten elements make up the scale, and

administering it takes between five and eight minutes. School counselors have made use of

it.over many years, and in three different study initiatives, it has served as the main indicator

of anxiety.the instrument, therefore school initiatives are the goal of the current inquiry.can

trust its applications and better comprehend its characteristics.( Richard Driscoll ,2004).

2.12 Data Analysis Procedures

According to yin (1994) , data analysis resets on the principle of giving sense to the

gathered data in a systematic and ordered manner.

2.12.1 Analysis of the Exploration Tools

The exploration phase included the utilization of qualitative tool FGD with students

and interviews with teachers, the tools are transcribed and analyzed using thematic analysis

subsequently research problem and questioned are generated.

2.12.2 Analysis Of The Quantitative Tools

The quantitative data of the emotional intelligence scale and the test anxiety scale are

analyzed by the statistical package for social sciences the determination of the correlation

possibility was done by speatmans 's correlation coefficient. then, Cronbach reliability

statistics of the consistency tests are calculated.

 54

Conclusion

In this chapter, the research design , the instruments ,the tool administration, the

description of the materials used in research the description of the correlational design, data

collection and analysis procedures molded the methodological framework realized in the

investigation . The following chapter, however, is dedicated to data analysis, interpretation

discussion of the findings and recommendations and implications obtained from these results.

Chapter Three

Data Analysis, Interpretation and Discussion

Introduction

This chapter is dedicated to the analysis of the data collected from both qualitative

and quantitative tools , the findings are to be interpreted in relation to the review of the
 55

literature . In light of these findings , a solution for the research problem based on providing

answers to research questions and hypothesis proof or denial. finally, possible pedagogical

recommendations are to be provided.

1.1 Data Analysis

This section entails analysis of data obtained from the qualitative tools followed by

the one from the quantitative tools.

1.1.1 Analysis of the exploratory data

This section comprises of the use of thematic analysis of the data collected from the

FGD and the interview

1.1.1.1 Analyzing of the Focus Group Discussion. Concerning the first question, first

year master students claimed to experience emotions of anxiety about examination

and test taking , the majority of them (nine students ) claimed to go through this

condition of anxiety during tests , whereas the rest (six students) affirmed that they

suffer From anxiety before, during and even after tests , what matches what

kandra cherry (2014) declared that Test anxiety is a psychological condition in

which people experience extreme distress and anxiety in testing situations. While

many people experience some degree of stress and anxiety before and during

exams, test anxiety can actually impair learning and hurt test performance.1 Test

anxiety is a type of performance anxiety. In situations where the pressure is on and

a good performance counts, people can become so anxious that they are actually

unable to do their best , and what Namati (2012) said that Test anxiety as an aspect

of anxiety happens when an individual experiences a feeling of apprehension and

uneasiness during, before, and after a certain exam . Regarding the second
 56

question, students believed that the reason for test anxiety is mainly the importance

of exams and tests. They agreed that they feel less anxious when the module they

are being tested in is not a module with a high coefficient. In addition to that ,

students assert that parental pressure is definitely a fundamental factor in

increasing test anxiety as they believe that a filluar in a test is a disappointment to

the parents. Students also mentioned that the timing of tests plays a role in

increasing test anxiety since they take all exams in the same period ( some time in

one week ) which consists with the reasons mentioned before in literature that

parental pressure is a predictor of test anxiety since it is associated with worrisome,

test irrelevant thoughts, and other physical symptoms relating to anxiety while

being tested (putwain et al 2010) beside to the characteristics of the test

environment like the importance of the task,, atmosphere, the given time ,examiner

attitudes physical setting can affect the level of anxiety felt by the student (salend

s j 2012. Putwain at al 2010). For the third question first year master students claim

to use different strategies to manage their feelings of anxiety such as : making

more study efforts to ensure themselves that they are well prepared , answering

exams samples , relaxation by directing their attention to other activities like

practicing sports, listening to music or sleeping , positive affirmations to increase

their self-confidence and hinder feelings of fear that concurs with what David

Shinji Kondo (1997) suggested that basic strategies for managing test anxiety are

divided into five methods Positive Thinking, Relaxation, Preparation, Resignation,

and Concentration . For the Last question , students confirmed that some teachers

In helping them to overcome test anxiety by creating a positive learning

environment talking about the test and ensuring students that it will include only

what have been seen in lessons , proving students with study materials and
 57

educational guidance. Cassady (2004) affirmed that to overcome test anxiety,

teachers should implement setting goals in the classroom, show students how to

effectively prepare for tests, teach how to control stress, and provide motivational

support. By implementing these above ideas in our classrooms, students may be

less likely to fall down the spiral of negative thinking from one or two bad

performances or experiences with a subject .

Analysis of the Interview. In the first question both teachers claimed to use a
main strategy to moderate students' test anxiety that is to ensure them and to
guarantee that the test and the rebricks have been rehearsed and that the test will
be break down to small tasks , one teacher added that encouraging preparation
and creating a positive learning environment is crucial to hinder students fear of
exams matching what coleman (2014) suggested that Encourage students to
remind themselves of the positives attributes they hold; focus on creating realistic
plans of actions for finding and reaching students’ individual goals; congratulate
students’ progress, even if the end goal is not yet met; use descriptive feedback,
for example, say “You set up the equations correctly!” instead of “Good job”; do
not compare progress between students; and use practice tests to boost confidence.
For the second question , both teachers answered yes and added that it is a way of
creating a friendly atmosphere saini (2021) said that There must be positive
atmosphere in the class. Creating a proper atmosphere is important for learner to
flourish. So, it is important to have a healthy positive atmosphere to develop
emotional intelligence. For the third question , one teacher stated that he tries to
keep students motivated by participating in study materials , offering guidance ,
encouraging communications, and promoting collaboration among learners . the
other teacher affirmed that she focuses on using nice expressions with students ,
tolerating wrong answers and assigning the type of activities they like, According
to self-determination theory, there are three basic psychological needs that are
fundamental for motivation (Ryan & Deci, 2020):

 Autonomy

 Competence
 58

 Relatedness

Student autonomy is the ownership they take of their learning or initiative.

Generate students’ autonomy by involving them in decision-making. Try blended

learning, which combines whole class lessons with independent learning. Teach
accountability by holding students accountable and modeling and thinking aloud
your own accountability.In addressing competence, students must feel that they
can succeed and grow. Assisting students in developing their self-esteem is
critical. Help students see their strengths and refer to their strengths often..

Relatedness refers to the students’ sense of belonging and connection. Build this
by establishing relationships .Facilitate peer connections by using team-building
exercises and encouraging collaborative learning. Develop your own relationship
with each student. Explore student interests to develop common ground

. For the forth questions, one teacher reported that discipline and self regulation
are not to be taught in a conventional way . However, they are to be seen through
the teacher himself and practiced when the teacher is always making rewards .
The second teacher emphasized the importance of declaring a moral code to be
respected by both teacher and students right from the beginning. For the Last
question both teachers agreed that social skills are not to be taught but to be
acquired. However, the first teacher added that a teacher plays a role of monitor
that is his duty to implement and or to correct any social skill that is needed and
that will help the educational process including: model appropriate behavior, great
opportunities for interaction, teach empathy and encourage self-reflection.
according ,to Down at al (2017 ) Social skills are the tools that enable people to
communicate, learn, ask for help, get needs met in appropriate ways, get along
with others, make friends, develop healthy relationships, protectthemselves, and in
general, be able to interact with the society harmoniously

Analysis of Experimental Data

This section incorporates the validity and reliability of the research instruments, a

description and analysis of the collected data in addition to examination of the hypothesis of

research.
 59

1.1.1.2 Reliability of (TEIQUE-SF). To prove that the research instrument

(TEIQUE-SF) is reliable alpha Cronbach value was measured.

Table 3.1

Reliability Statistics of Cronbach's Alpha of (TEIQUE-SF)

Cronbach's Alpha N of Items

0,928 30
Displays the extent to which the emotional intelligence scale (TEIQUE SF)

administered to first year master students is reliable . The observed value of the Cronbach’s

alpha is 0.928 which is superior to 0.70 therefore the scale can be considered as reliable.

1.1.1.3 VALIDITY of (TEIQUE SF). To prove that the research instrument (TEIQUE-

SF) is valid alpha Cronbach value was measured.

Table 3.2

Validity Statistics of Cronbach's Alpha of Emotional Intelligence Scale

Cronbach's alpha Elements Instrument

0,963 30 TEIQue_SF

Displays the extent to which the emotional intelligence scale (TEIQUE SF)

administered to first year master students is valid. The observed value of the Cronbach’s

alpha is 0.928 which is superior to 0.60 therefore the scale can be considered as valid.
 60

The TEIQue and TEIQue-SF are part of a set of measures based on the trait EI model

that include questionnaires for children, adolescents, and adults (Petrides, 2009). The TEIQue

has been adapted to other languages and studied regarding its validity, showing similar results

to the original version. International studies include German-speaking Austria (Freudenthaler

et al., 2008), Chinese-speaking Hong Kong, English-speaking Hong Kong, and English-

speaking UK (Gökçen et al., 2014), Catalan (Aluja et al., 2016), Italian (Chirumbolo et al.,

2019), Turkish (Ulutas, 2019), Lebanese (Sanchez-Ruiz et al., 2021) what demonstrate that it

is a rliable and valid measure of trait emotional intelligence

1.1.1.4 Reliability of the Westside Test Anxiety Scale. To prove that the

research instrument the Westside test anxiety scale is reliable alpha Cronbach value was

measured.

Table 3.3

Reliability of the Westside Test Anxiety Scale

Cronbach's Alpha N of Items

0,934 10

Displays the extent to which the westside test anxiety administered to first year master

students is reliable. The observed value of the Cronbach’s alpha is 0.934 which is superior to

0.70 therefore the scale can be considered as reliable.

1.1.1.5 VALIDITY Of Westside Test Anxiety Scale. To prove that the

research instrument Westside test anxiety scale is valid alpha Cronbach value was

measured.
 61

Table 3.4

Validity Statistics of Cronbach's Alpha of Westside Test Anxiety Scale

Cronbach’s alpha Elements Instrument

0,966 10 WTAS

Displays the extent to which the Westside test anxiety administered to first year

master students is valid. The observed value of the Cranach’s alpha is 0.966 which is superior

to 0.70 therefore the scale can be considered as reliable. According to Discoll (2004) The

consistent correlations in two separate populations between changes on the Westside scale

and changes in test performance indicate that the scale is a reliable indicator of performance

impairment. Similar results were attained with college students, many on academic probation,

and with 5th grade students, most in good standing, suggesting that the scale is a reliable

measure across quite different population samples. The .44 coefficient of validity is high by

current standards. Some of that may be due to the scale itself, which combines interfering

cognitions with experienced impairment and thereby covers the most pertinent factors and

omits the marginal ones. Yet much of the higher coefficient should be reasonably attributed

to the use of change scores for the validation, instead of the usual method of correlating

stationary scores. Given significant changes in anxiety levels and in performance, decreases

on a valid measure of anxiety impairment should correlate to performance gains, as was the

case here. Taken together, the research indicates that the Westside Test Anxiety Scale is a
 62

reliable and valid measure of test-anxiety impairment. As the instrument is brief and easily

administered, is public access and free of charge to schools, and is seen to be a reliable and

valid measure, it is recommended that the Westside scale be considered by school

intervention programs to screen for test-anxiety impairments

Table 3.5

Students Levels of Test Anxiety and Emotional Intelligence

TEIQue_SF WTAS
students1 165 20
students2 30 50
students3 180 40
students4 30 50
students5 30 50
students6 131 20
students7 74 25,92
students8 102,91 36
students9 31 48
students10 120 30
students11 150 40
students12 141,03 13
students13 116,42 16
students14 138 26
students15 191 43
students16 115 32
students17 116,66 26,97
students18 123 38
students19 120,11 33
students20 144 50
 63

students21 77 34
students22 133 34
students23 129 20
students24 139 26,76
students25 138 34
students26 98,22 30,94
students27 131 43
students28 146 26,97
students29 124,3 27
students30 119,07 45
students31 125,36 20
students32 118,57 17
students33 130,3 25
students34 113 42
students35 146,81 12
students36 152,39 21,05
students37 105,58 45
students38 130,63 10
students39 127,22 14
students40 120 30
students41 90 40
students42 140,32 16
students43 130,49 36
students44 30 10
students45 172,94 46
students46 132,15 26
students47 93,76 28
students48 109,27 45
students49 92 32
students50 112,05 24
 64

students51 53 20
students52 74 30
students53 130 10
students54 118 27
students55 117 40
students56 83,84 26
students57 109 20
students58 90 40
students59 54 45
students60 195 15
students61 176 16
students62 129,36 10
students63 129,89 13
students64 128 33
students65 117 14
students66 139 44
students67 150,15 36
students68 126,7 14
students69 131 37
students70 91 27
students71 123 19
students72 99,01 31,97
students73 114 41
students74 108,11 35
students75 90,94 28
students76 122 35
students77 128,16 39
students78 111,62 29,66
students79 130 25
 65

students80 149 23,91

The table shows students’ scores in test anxiety and emotional intelligence ,it appears

that highest score reported in emotional intelligence is 191 and the lowest score reported is

30 while the highest score reported in test anxiety is 50 and lowest score reported is 10.
 66

Figure 3.1

Scores Mean of Students Westside Test Anxiety and Emotional Intelligence

 67

Correlation between EI and TA

This section presents the statistical description of the data collected from the two

research instruments Westside test anxiety scale and the emotional intelligence scale

(TEIQUE SF) as statistical means ,std derivations it also presents skewness and kurtosis in
 68

order to determine whether the data follows a normal order or not since the statistical tests

as kilimanjaro f Smirnoff Shapiro and wilk count on statistical significance which is related

to the size of sample , they can lead to misleading results.

Table 3.5

Descriptive Statistics of (TEIQUE SF) and (Westside)

Std.
N Mean Deviation Skewness Kurtosis
Statist Statisti Statist Std. Statist Std.
ic c Statistic ic Error ic Error
TEIQUE_SF 80 117,17 34,65152 -0,708 0,269 1,151 0,532
90
WTAS 80 29,664 11,31007 0,006 0,269 -0,950 0,532
5
80

It appears from the results of the table that the value of the mean (Mean) for

TEIQue_SF is equal to 117.18 at a standard deviation (Std. Deviation)34,652, and the

WTAS arithmetic mean value is 29,665 at a standard deviation of 11.34 Also, the skewness

coefficients for the (TEIQue_SF) variable do not range between the range [+1.1] and the

Kurtosis coefficient ranges between the range [+3.3]. This indicates that the data of the

(TEIQue_SF) variable does not follow the normal distribution.Also, the skewness

coefficients for the (WTAS) variable ranged between the range [+1.1] and the Kurtosis

coefficient ranged between the range [+3.3]. This indicates that the data of the (WTAS)

variable followed the normal distribution and through the above. We use Spearman's

statistical test (Spearman's rho).

 69

1.1.2 Presentation and Analysis of Hypothesis

H0: There is no statistically significant relationship between emotional intelligence

end test anxiety among Master 1 students at the significance level α = 0.0

H1: There is a statistically significant relationship between emotional intelligence and

TEST anxiety among Master 1 students at the significance level α = 0.05

Figure 3.2

Scatter Plot of the Correlation between EI and TA

Table 3.6

Spearman Correlation Coefficient

Correlations
TEIQue_
SF WTAS
Spearman's TEIQue_ Correlation 1,000 -0,228
rho SF Coefficient
Sig. (2-tailed) . 0,042
N 80 80
WTAS Correlation -0,228 1,000
Coefficient
Sig. (2-tailed) 0,042 .
 70

N 80 80
It appears from the results of the table that the value of the correlation coefficient

between emotional intelligence and test anxiety is equal to -0.228, and this indicates that it is

a low, negative, inverse correlation. Thus, a change in emotional intelligence is accompanied

by a change in test anxiety as well, and the correlation is statistically at a p-value of 0.042.

Because it is the smallest level of significance α = 0.05, and accordingly we reject the null

hypothesis we accept the alternative hypothesis and from it the research hypothesis is

achieved.

1.1.3 Spearman Correlation Measurement

● Positive relationship: The closer r is to +1, the stronger the positive linear correlation

between the two variables is. This means that as the values of the first variable

increase, values of the second variable also increase, and vice versa. An r value of

exactly indicates a perfect positive fit.

● Negative relationship: The closer r is to -1, the stronger the negative linear

correlation between the two variables is. This means that as the values of the first

variable increase, values of the second variables decrease, and vice versa. An r value

of exactly -1 indicates A perfect negative fit.

● No relationship: The closer r is to 0, the weaker the linear correlation between the

two variables is. If r is near to zero, this means that there is a random and a nonlinear

relationship between the two variables. In our current study we found that r= .

Therefore, we conclude that there is significant LOW negative relationship between

EI and TTA.
 71

1.2 Discussion Of The Findings

First , in order to answer the main question and the sub questions, it is crucial to

discuss the quantitative findings drawn from data analysis .The data collected from research

instruments Westside test anxiety scale and the trait emotional intelligence questionnaire

indicate that there in a negative correlation between test anxiety and emotional intelligence

among first year master students at Mohamed Lamine Debaghine university . Therefore , the

null hypothesis which predicted no significant relationship between test anxiety and

emotional intelligence is rejected . Consequently, the alternative hypothesis that predicted a

significant negative relationship between test anxiety and emotional intelligence is

established. Next, answer to second research question was quested for through the focus

group discussions and the teachers’ interview. The answers of students indicates that teachers

play a role in moderating students test anxiety level in addition to the strategies mentioned

by the teachers themselves who claimed to use them to assist their students in hindering their

test anxiety levels . Then, the third question was answered through the discussion of the

interview with teachers in which they reported the possibility to develop components of

emotional intelligence such as self-awareness , social skills and motivation in class through

the use of different teaching strategies With all that being said , it is credibly concluded that

the test anxiety is related to emotional intelligence.

3.3 pedagogical implementations

Emotional intelligence is an emotional capacity that should be developed and

invested in by both students and teachers in order to improve exam performance as a result of

developing emotional control and accordingly lowering test anxiety . Additionally, the high

levels of test anxiety reported by master one students emphasize the necessity to take the
 72

appropriate alterations by educators to lessen pressure on the students and their

overall fear of tests. Additionally, psychologists and applied linguists might provide guidance

and advice about the importance of creating anxiety free classes

3.4 Suggestions For Further Research

In light of findings and the limitations of the study, the following suggestions are

proposed:Since the correlation hypothesis has been established future researches can use

another research design such as quasi experimental design to prove the causality of EI over

TA. Further investigations for EI are possible since it is a new field of research, and its

relation to other variables can be investigated Researchers can investigate the attitude of the

teachers on using EI training in educational setting to improve the students EI or other skills

related to EI and education.

Limitations of Study

The analysis of qualitative data obtained from exploration phase is under the threat of

researcher bias. Therefore, quantitative data represent a strong support Due to the abstract

nature of the two variables which are test anxiety and emotional Intelligence. Observing and

controlling the mental process of students is definitely impossible. Consequently, reduction in

the validity of results may occur. The scale used to measure emotional intelligence level is

noticed to be lengthy and took students about thirty minutes to answer it and hence disservice

the process of data collection.

Conclusion

In recapitulation , this chapter included the analysis of data generated from research

procedure including the qualitative tools ( FGD and semi-structured interviews ) that was

analyzed and discussed in addition the quantitative tools both trait emotional intelligence
 73

questionnaire and Westside test anxiety scale that was statistically analyzed and presented in

tables and graphs .finally, the relationship between the two variables was statistically

measured using superman correlation and presented in table and graph.

General conclusion

Students who experience anxiety about tests tend to concentrate on things that are

unrelated to the work at hand. According to the inference model of exam anxiety, the ability

to remember previous knowledge is affected by exam anxiety, which affects students'

performance. Due to this problem, teachers and students pay very little attention to emotional

intelligence, an umbrella phrase for interpersonal and intrapersonal skills that also addresses

positive stress management, mood, and adaptability.the current study was with the aim of

investigating the relationship between emotional intelligence and test anxiety among master

one student at the university of Mohamed lamine Debaghine , setif 2 . Besides , the attempt to

reveal both students and teachers ' perceptions on the role of teachers in moderating students

test anxiety levels and developing components of emotional intelligence (self awareness, self

regulation, motivation , social skills ) in the classroom . Subsequently , the methodological

framework was grounded is a mixed-methods approach in order to achieve valid results .

Moreover, the research was basically embedded within the correlational paradigm to detect

the relationship between emotional intelligence and test anxiety. Furthermore , the

instruments used to collect data varied qualitative and quantitative .The trait emotional
 74

intelligence questionnaire and Westside test anxiety scale constituted the main tools to

investigate the relationship between the two variables. The Focus Group Discussions and

semi-structured interviews was utilized in order to generate students and teachers perceptions

on the role of the teacher in moderating students test anxiety levels and developing emotional

intelligence components in the classroom . The main research questions were answered by

the analysis of data collected from research instruments. The null hypothesis was rejected

paving the way for the alternative hypothesis to be confirmed. In conclusion, it is ascertained

that there is a low negative correlation between test anxiety and emotional intelligence among

master one student at the university of Mohamed lamine Debaghin, setif 2

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Appendices

Appendix A
Focus group discussion

Good morning, I am Mezaache khaoula. I am a master two student at the university of

Mohamed lamine Debaghine setif 2 . I am conducting a dissertation in partial fulfilment of

the requirements for the degree of master in language sciences . The focus group discussion

will not be recorded. Your name will be kept anonymous in the interview report and your .

Feel free to express your opinions most comfortably., diversity in points of view.
Discussion schedule

● Do you feel anxious about tests ? When do you feel most anxious, befor , during or

after the test ?

● Why do you feel anxious about tests and examinations?

● What strategies to rely on to decrease feelings of anxiety about tests ?

● Do you think that teachers play a role in moderating students test anxiety?

Appendix B
Semi-structured interview

Good morning I am Mezaache khaoula. I am a master two student at the university of

Mohamed lamine Debaghine setif 2 . I am conducting a dissertation in partial fulfilment of

the requirements for the degree of master in language sciences . Your name will be kept

anonymous in the interview report and your responses will be highly confidential.

Semi-structured interview protocol

The first question id concerning test anxiety

1.what are the strategies you use as a teacher in order to moderate your learners test anxiety?

The following questions are meant to explore the possibility to develop EI components

in classroom

2.Do you often ask students how they are feeling ?

3. What are the best ways to motivate your students ?

4. Is it possible to teach students discipline and self-regulation , and how ?

5.is it possible to teach social skills in the classroom (interaction for example ), and how ?

Thank you for your time and thoughtfulness

Appendix C

Westside Test Anxiety Scale

Rate how true each of the following is of you, from extremely or always true, to not at all or
never true. Use the following 5 point scale. Circle your answer:
5 4 3 2 1
extremely highly moderately slightly not at
 all
always usually sometimes seldom never
true true true true true
__ 1) The closer I am to a major exam, the harder it is for me to concentrate on the material.
5 4 3 2 1

__ 2) When I study, I worry that I will not remember the material on the exam.
5 4 3 2 1

__ 3) During important exams, I think that I am doing awful or that I may fail.
5 4 3 2 1

__ 4) I lose focus on important exams, and I cannot remember material that I knew before
the exam.
5 4 3 2 1

__ 5) I finally remember the answer to exam questions after the exam is already over.
5 4 3 2 1

__ 6) I worry so much before a major exam that I am too worn out to do my best on the
exam.
5 4 3 2 1

__ 7) I feel out of sorts or not really myself when I take important exams.
5 4 3 2 1

__ 8) I find that my mind sometimes wanders when I am taking important exams.

5 4 3 2 1

__ 9) After an exam, I worry about whether I did well enough.

5 4 3 2 1

__ 10) I struggle with writing assignments, or avoid them as long as I can. I feel that
whatever I do will not be good enough.
5 4 3 2 1

_____ Sum of the 10 questions < _____ > Divide the sum by 10. This is your Test
Anxiety score.

Name ____________________ phone _____________ email ____________________

© 2004 by Richard Driscoll, Ph.D. You have permission to copy this scale.
Please include author and web address: testanxietycontrol.com/
What does your score mean?
< _____ > Test Anxiety score (from Front).

What does your test anxiety score mean?:

1.0—1.9 Comfortably low test anxiety
2.0—2.5 Normal or average test anxiety
2.5—2.9 High normal test anxiety
3.0—3.4 Moderately high (some items rated 4=high)
3.5—3.9 High test anxiety (half or more of the items rated
4=high) 4.0—5.0 Extremely high anxiety (items rated 4=high
and 5=extreme)

Recommendations.
We have found that students who score at least 3.0 or more on our scale (at least moderately
high anxiety) tend to benefit from anxiety reduction training, reporting lower anxiety and
improved test scores and class grades.
We recommend a test-anxiety control training. See: TestAnxietyControl.com

Rationale.
The Westside scale picks up performance impairment and intrusive worry:
Impairment (memory loss and poor cognitive processing) — Items #1, 4, 5, 6, 8, 10
Worry (catastrophizing) — Items #2, 3, 7, 9
Physiological symptoms — no items.
The scale is constructed to measure anxiety impairments, with most items asking directly
about performance impairment or about worrying, which interferes with concentration.
Symptoms of physiological stress are found to be relatively weak indicators of performance
impairments, and are not included in the scale.
The Westside Scale is found to be a valid measure of anxiety impairment.
See validation research at: TestAnxietyControl.com/research/

See American Test Anxieties Association: www.amtaa.org for further information on test
anxieties.
 Appendix D

TEIQue-SF
Instructions: Please answer each statement below by putting a circle around the number
that best reflects your degree of agreement or disagreement with that statement. Do not
think too long about the exact meaning of the statements. Work quickly and try to answer
as accurately as possible. There are no right or wrong answers. There are seven possible
responses to each statement ranging from ‘Completely Disagree’ (number 1) to
‘Completely Agree’ (number 7).

1.........2..........3..........4..........5..........6..........7
Completely Completely
Disagree Agree
1. Expressing my emotions with words is not a problem for me. 1 2 3 4 5 6 7
2. I often find it difficult to see things from another person’s 1 2 3 4 5 6 7
viewpoint.
3. On the whole, I’m a highly motivated person. 1 2 3 4 5 6 7
4. I usually find it difficult to regulate my emotions. 1 2 3 4 5 6 7
5. I generally don’t find life enjoyable. 1 2 3 4 5 6 7
6. I can deal effectively with people. 1 2 3 4 5 6 7
7. I tend to change my mind frequently. 1 2 3 4 5 6 7
8. Many times, I can’t figure out what emotion I'm feeling. 1 2 3 4 5 6 7
9. I feel that I have a number of good qualities. 1 2 3 4 5 6 7
10. I often find it difficult to stand up for my rights. 1 2 3 4 5 6 7
11. I’m usually able to influence the way other people feel. 1 2 3 4 5 6 7
12. On the whole, I have a gloomy perspective on most things. 1 2 3 4 5 6 7
13. Those close to me often complain that I don’t treat them right. 1 2 3 4 5 6 7
14. I often find it difficult to adjust my life according to the 1 2 3 4 5 6 7
circumstances.
15. On the whole, I’m able to deal with stress. 1 2 3 4 5 6 7
16. I often find it difficult to show my affection to those close to 1 2 3 4 5 6 7
me.
17. I’m normally able to “get into someone’s shoes” and 1 2 3 4 5 6 7
experience their emotions.
18. I normally find it difficult to keep myself motivated. 1 2 3 4 5 6 7
19. I’m usually able to find ways to control my emotions when I 1 2 3 4 5 6 7
want to.
20. On the whole, I’m pleased with my life. 1 2 3 4 5 6 7
21. I would describe myself as a good negotiator. 1 2 3 4 5 6 7
22.I tend to get involved in things I later wish I could get out of. 1 2 3 4 5 6 7
23. I often pause and think about my feelings. 1 2 3 4 5 6 7
24. I believe I’m full of personal strengths. 1 2 3 4 5 6 7
25. I tend to “back down” even if I know I’m right. 1 2 3 4 5 6 7
26. I don’t seem to have any power at all over other people’s 1 2 3 4 5 6 7
feelings.
27. I generally believe that things will work out fine in my life. 1 2 3 4 5 6 7
28. I find it difficult to bond well even with those close to me. 1 2 3 4 5 6 7
29. Generally, I’m able to adapt to new environments. 1 2 3 4 5 6 7
30. Others admire me for being relaxed. 1 2 3 4 5 6 7
Trait Emotional Intelligence Questionnaire – Short Form (TEIQue-SF). This 30-item form
includes two items from each of the 15 facets of the TEIQue. Items were selected primarily
on the basis of their correlations with the corresponding total facet scores, which ensured
broad coverage of the sampling domain of the construct. The –SF can be used in research
designs with limited experimental time or wherein trait EI is a peripheral variable.
Although it is possible to derive from it scores on the four trait EI factors, in addition to the
global score, these tend to have somewhat lower internal consistencies than in the full form
of the inventory. The –SF does not yield scores on the 15 trait EI facets.
Scoring information for the TEIQue-SF is available at:
http://www.psychometriclab.com/Home/Default/14 Please note that we cannot
provide any advice on how to run the syntax in SPSS or other statistical software.
Please make sure you read the FAQ section at
http://www.psychometriclab.com/Home/Default/18. In particular, note that we do not
provide free information regarding norms or free feedback reports. Norms and reports are
available for a fee (email admin@teique.com for quotes).

Reference for the TEIQue-SF: Petrides, K. V. (2009). Psychometric properties of the

Trait Emotional Intelligence Questionnaire. In C. Stough, D. H. Saklofske, and J. D.
Parker, Advances in the assessment of emotional intelligence. New York: Springer. DOI:
10.1007/978-0-387-88370-0_5
For more information about the trait emotional intelligence research program go to:
www.psychometriclab.com

Please note that any and all commercial use of this instrument, or any adapted,
modified, or derivative works thereof, is strictly prohibited.