🧠 Journal Summary: Exploring the Relationship between Test-Anxiety, Emotional Intelligence and Academic Performance

🧠 Journal Summary: Exploring the Relationship between Test-Anxiety, Emotional Intelligence and Academic Performance among University Students

Authors: Khalida Rauf and Naveed Iqbal

Published In: Journal of Education and Educational Development, Vol. 11, No. 1, 2024

🔍 Study Summary

This study investigated the connections among test anxiety, emotional intelligence, and academic performance in university students from both public and private sectors in Karachi, Pakistan. Its main goals were to understand these relationships and to identify any differences based on gender or the type of university (public vs. private). The research used a quantitative, cross-sectional design, gathering data from a sample of 388 university students.

💡 Key Concepts

• Test Anxiety: This refers to the emotional distress an individual feels during test situations, often stemming from self-doubt. It can lead to unhelpful responses like worry and fear, hindering performance.
• Emotional Intelligence (EI): This is the ability to understand and manage one’s own emotions, and to use this understanding to function effectively in daily life and during tasks. It also encompasses social, behavioral, and emotional tendencies that contribute to overall performance.
• Academic Performance: In this study, academic performance was measured by students’ grades from their last two semesters.

📊 Key Insights

• The study found an inverse relationship between test anxiety and emotional intelligence, meaning that as test anxiety increases, emotional intelligence tends to decrease.
• There was also an inverse relationship between test anxiety and academic performance; higher test anxiety was associated with lower academic performance.
• A positive relationship was identified between emotional intelligence and academic performance, suggesting that higher emotional intelligence correlates with better academic results.
• Gender differences were observed in test anxiety, with female students generally reporting higher levels. However, no significant gender differences were found in emotional intelligence within this study’s sample.
• While students from public and private universities showed differences in test anxiety levels, there was no significant difference in their emotional intelligence scores.
• Emotional intelligence plays a vital role in helping to reduce anxiety and improve performance in academic settings.

📘 Example Application

A university could implement comprehensive psychological support programs aimed at improving students’ emotional intelligence and test-taking strategies. For example, before major exam periods, the university could offer workshops on “Emotional Regulation for Exam Success.”

These workshops would teach students practical techniques to manage their test anxiety, such as mindfulness exercises, cognitive reframing, and effective study habits. By fostering these emotional skills, students could better utilize their intelligence and knowledge, leading to improved academic performance and overall well-being.

💬 Comment from Dr. Dwi Suryanto

These findings highlight how crucial emotional intelligence is for academic success, especially in handling test-related stress. For educators and institutions, this means we shouldn’t just focus on academic content but also on developing students’ emotional skills.

By understanding how emotional intelligence, test anxiety, and performance interact, we can create more supportive learning environments that help students reach their full potential, both in their studies and in life.

📌 Takeaway

Cultivating emotional intelligence is vital for university students, as it positively influences academic performance and helps manage test anxiety, enabling them to navigate academic challenges more effectively. Educational institutions should prioritize integrating emotional skill development and psychological support to enhance student well-being and academic success.