Emotional Intelligence, Test Anxiety and Academic Stress among University Students [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (16th, Golden Sands, Varna, Bulgaria, Jun 2018).

Autor/inn/en	Stankovska, Gordana; Dimitrovski, Dimitar; Angelkoska, Slagana; Ibraimi, Zebide; Uka, Valbona
Titel	Emotional Intelligence, Test Anxiety and Academic Stress among University Students [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (16th, Golden Sands, Varna, Bulgaria, Jun 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Stress Variables; Test Anxiety; Emotional Intelligence; Correlation; Academic Achievement; Gender Differences; Likert Scales; Questionnaires; Foreign Countries; Macedonia; Test Anxiety Inventory + Suchen Sie Ihr Suchwort? Collegestudent; Examination phobia; Testangst; Prüfungsangst; Emotionale Intelligenz; Korrelation; Schulleistung; Geschlechterkonflikt; Likert-Skala; Fragebogen; Ausland
Abstract	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. [For the complete Volume 16 proceedings, see ED586117.] (As Provided).
Anmerkungen	Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01