| Abstrakt: |
In today's highly competitive world, students face various academic problems including exam stress, anxiety during the test, problems with homework assignments, expectations about academic success or inability to understand the subjects. Rapid changes in the education sector gave rise to stern testing procedures for evaluating students' knowledge. Thus, the main objective of this research was to investigate the possible relationship between emotional intelligence, test anxiety and academic stress among university students. The Self Report Emotional Intelligence Test (SEIT), Test Anxiety Inventory (TAI) and Student Academic Stress Test (SAST) were administered to a sample of 200 university students (100 female and 100 male students). The results indicated that the total score of emotional intelligence correlated with the test anxiety and academic stress felt, as well as the academic success achieved, by the university students. At the same time there was a significant positive relationship between emotional intelligence, test anxiety, academic stress and gender. There was no correlation between emotional intelligence and the course of study, but there was a positive relationship between test anxiety, academic stress and the course of study. Also we found a significant positive relationship between emotional intelligence, test anxiety, academic stress and high academic performance, but a negative one between emotional intelligence, test anxiety, academic stress and low academic performance. The study conducted found that emotional intelligence, test anxiety and academic stress are significant for and predictive of the academic achievement the university students' population accomplish. [ABSTRACT FROM AUTHOR] |
