Emotional Intelligence, Self-Efficacy, and Test Performance
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Issue Date
2021-04
Authors
Coulter, Avery A.
Advisor
Ross, Nancy (Advisor)
Artist
Creator
Editor
Photographer
Type
Thesis
Keywords
Emotional intelligence
Academic self-efficacy
Mathematics self-efficacy
Literacy self-efficacy
Subject-specific self-efficacy
Test performance
Academic self-efficacy
Mathematics self-efficacy
Literacy self-efficacy
Subject-specific self-efficacy
Test performance
Citation
Coulter, Avery A. “Emotional Intelligence, Self-Efficacy, and Test Performance.” BA Honours (Psychology), Tyndale University, 2021.
Abstract
The 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.
Table of Contents
Publisher
Tyndale University
Copyright Notice
Copyright, Avery A. Coulter, managed by Tyndale University. All rights reserved.
Rights License
Attribution-NonCommercial-NoDerivatives 4.0 International License
Rights License Link
https://creativecommons.org/licenses/by-nc-nd/4.0/