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dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International Licenseen_US
dc.contributor.advisorRoss, Nancy (Advisor)
dc.contributor.authorCoulter, Avery A.
dc.identifier.citationCoulter, Avery A. “Emotional Intelligence, Self-Efficacy, and Test Performance.” BA Honours (Psychology), Tyndale University, 2021.en_US
dc.descriptionBibliography: leaves 46-51en_US
dc.description.abstractThe objective of this study was to analyze the interrelationships between emotional intelligence, self-efficacy, and test performance. The study consisted of 91 Ontario residents aged 18 to 48 (the mean age being 22.78); only 69 of these individuals completed all measures. Participants completed six primary measurement instruments: one measurement of emotional intelligence, three measures of self-efficacy (overall academics, math specific, and literacy specific), a mathematics test, and a literacy test. Four primary hypotheses were tested: (1) there would be a significant relationship between test performance and emotional intelligence; (2) test performance would be related to academic self-efficacy as well as to the respective subject-specific self-efficacy scores; (3) there would be a positive relationship between emotional intelligence and self-efficacy; and (4) those with higher emotional intelligence scores would rate their subject-specific self-efficacy in alignment with their test performance. Emotional intelligence was positively correlated with all three measures of self-efficacy. Literacy test performance was positively correlated with academic self-efficacy, whilst mathematics test performance was positively correlated with math specific self-efficacy. It was also discovered that those with average emotional intelligence scores rated their mathematics specific self-efficacy and academic self-efficacy in alignment with their test performance, whilst those with higher and lower emotional intelligence scores showed greater discrepancies between their self-efficacy and test performance.en_US
dc.format.extent76 leavesen_US
dc.publisherTyndale Universityen_US
dc.rightsCopyright, Avery A. Coulter, managed by Tyndale University. All rights reserved.en_US
dc.subject.lcshEmotional intelligenceen_US
dc.subject.lcshAcademic achievementen_US
dc.subject.lcshTyndale University--Thesesen_US
dc.subject.otherDissertations, Academic--OWOBC--Tyndale Universityen_US
dc.titleEmotional Intelligence, Self-Efficacy, and Test Performanceen_US
dc.contributor.affiliationTyndale Universityen_US
dc.contributor.committeeMemberRoss, Nancy (Committee Member)
dc.contributor.repositoryTyndale University, J. William Horsey Library, 3377 Bayview Ave., Toronto, ON, M2M 3S4, Canada. Contact: repository@tyndale.caen_US
dc.rights.holderThis Work has been made available by the authority of the copyright owner solely for the purpose of private study and may not be copied or reproduced except as permitted by the copyright laws of Canada without the written authority from the copyright owner.en_US
dc.subject.keywordEmotional intelligenceen_US
dc.subject.keywordAcademic self-efficacyen_US
dc.subject.keywordMathematics self-efficacyen_US
dc.subject.keywordLiteracy self-efficacyen_US
dc.subject.keywordSubject-specific self-efficacyen_US
dc.subject.keywordTest performanceen_US
dc.description.noteFor AODA accommodation, including help with reading this content, please contact repository@tyndale.caen_US of Arts Honours (BA Honours)en_US
dc.description.degreeThesis (BA Honours) — Tyndale University, 2021.en_US

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Attribution-NonCommercial-NoDerivatives 4.0 International License
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International License