Download Report

International Journal of Management and Humanity Sciences. Vol., S (4), 4195-4203, 2014
Available online at http://www.ijmhsjournal.com
ISSN 2322-424X©2014
The Relationship between Emotional Intelligence, Irrational Beliefs, Test
Anxiety and Academic Achievements
1
2
3
4
Fatemeh Nemati Sogolitappeh, Zahra Karami baghteyfouni, Adeleh Sharbafzadeh, Farzaneh Raaei,
5
and Mohamad Khaledian*
1- Assistant Professor, Department of Psychology, University of Tabrize, Tabrize, IRAN
2- Assisstant professor, Department of Psychology, Payame Noor University, Tehran, IRAN
3- Department of Psychology, Science and Research Branch, Islamic Azad University, Isfahan, Iran.
4- Department of Psychology (Psychometric), AllamehTabataba'i University, Tehran, IRAN
5- Department of Psychology, Payame Noor University, Tehran, IRAN
*Corresponding author E-mail: [email protected]
Abstract
The purpose of the present study is to investigate the relationship between emotional
intelligence, irrational beliefs, their test anxiety, and their academic achievements in
bachelor and associate degrees. The statistical population involved in this study
includes all the accounting students in Azad University, Ghorveh Branch in the 201213 academic years. The sample involved in this study includes 100 accounting
students selected randomly through the sampling procedure and is based on the
statistical methodology principles of correlational studies. In this study, the 90-item
Bar-on Emotional Quotient Inventory, the questionnaire of Irrational Belief of Jones
which includes 100 questions as well as the 25 item test anxiety questionnaire by
Abolghasemi et al. are used in addition to the students’ second semester grade
average. The results show that there is a significant negative correlation between
students’ emotional intelligence, their irrational beliefs and test anxiety. They also
prove that there are significant positive correlations between students’ irrational
beliefs and their test anxiety and show that there is significant positive correlation
between students’ emotional intelligence and academic achievements. Moreover,
they indicate that there is significant negative correlation between students’ irrational
beliefs and test anxiety and academic achievements. It is also revealed that there is
no significant difference between the emotional intelligence of male and female
students, but there are significant differences between male and female students’
irrational beliefs and test anxiety which suggests that irrational beliefs and test
anxiety of female students was greater than in the case of male students.
Keywords: Emotional Intelligence, irrational beliefs, Test Anxiety, Academic Achievements.
Introduction
The study of emotional intelligence attempts to explain and interpret human excitement, feeling and
capability status (Hassan Zadeh, 2007). The emotional intelligence is defined as an ability to understand
and comprehend the emotions in order to assess thoughts, manners and to put them in a way that evokes
emotion and growth of intelligence and elevation (Khaledian et al, 2013). The emotional intelligence makes
it possible to predict the achievement because it demonstrates how a person converts knowledge into an
immediate success. It is a form of social intelligence which is a suitable predictor in special areas regarding
job and educational performances. In other words, it has an ability to control feelings and excitements by one
and others (Bar-on, 1997, 2000).
Ellis believes that emotional and cognitive disorder is greatly the result of unreasonable and irrational
beliefs of a person and if he or she learns to increase his rational beliefs and decrease irrational thoughts,
then he or she may be released from mental, emotional and behavioural disorder. Ellis maintains that people
'
are radically rational; dealing with their problems is possible by improving people s thoughts and perception
(Kaokebisiyoki et al, 2010). Many of the cognitive problems are associated with the way people think.
Therefore, rationality and cognition are considered in psychological area an important phenomenon (Laster,
Intl. J. Manag. Human. Sci. Vol., S (4), 4195-4203, 2014
1989). According to Ellis (1969), anxiety and problems of every person are a result of his or her irrational
beliefs. Human beings tend to avoid anxiety and distress by means of positive thoughts and beliefs. While
being anxious, every human being has a tendency to suffer cognitive distortion (Ellis, 1991).
Ellis, one of the founder of a cognitive model, asserts that emotional and psychological disorder are
greatly the result of unreasonable and irrational beliefs of a person and if he or she learns to increase his or
her rational thoughts and reduce irrational beliefs, then he or she may no longer suffer from mental,
emotional and behavioural disorders (Kaokebisiyoki et al, 2010). A vicious circle due to first irrational
evaluation is regarded as a reason for biased assessment; therefore, it is possible who apply irrational
beliefs become more anxious conversely, those who have rational thoughts become much less anxious: thus
by having rational thoughts and replacing them, the amount of anxiety can be reduced and one can feel a
sense of achievement (Cringe r al, 2007). Rational – emotive – behavioral theory of Ellis (1995) is one of the
cognitive theories. This theory introduces irrational beliefs as the main source of human problems. Ellis
(1973) believes that when an activated event A, happens to someone, he or she may have two different but
contrary interpretation of it; Hear she may do so on the basis of her or his internal (innate) tendency. A belief
may be rational (RB) or irrational (IB): If a person follows rational beliefs: he or she will come up with rational
consequences (RC) and would have a normal personality: but if a person is prone to irrational beliefs (IB), he
or she would encounter irrational consequences and, accordingly, he or she would have an abnormal and
anxious character (Moetamedin and Ebadi, 2007). In Ellis’ opinion, there are ten irrational beliefs which are
as follows: 1 - demand for approval, 2 - high self-expectation, 3 - blame prone mess, 4 - frustration reaction,
5 - emotionality irresponsibility, 6 - anxiety over concern, 7 - problem avoidance, 8 – dependency, 9 - help
lessens for change, 10 – perfectionism (Moradi et al, 2010). Test anxiety refers to an emotional feeling in
which a person encounters some kind of fear resulting from disbelieving in his own capabilities regarding
tackling the challenges presented in an exam or performing a special task or holding a responsibility and its
consequences resulting in reducing the capability of a person to overcome the confronted challenges in an
exam situation. Therefore, a person fraught with anxiety is the one who knows the test materials but the
intense and high level of anxiety partly prevent the person from showing his or her abilities on the exam
session. Test anxiety is prevalent among university students and is placed among the most serious
academic problems and concerns of every educational system (Cheraghian et al, 2008).
There are numerous factors which cause the importance of the problem and, as a result, reduce the
performance of the students. Test anxiety is a common type of performance anxiety with psychological
condition involving at least 30 percents of students based on different studies (H e yd ar i e t a l , 2 0 12) . In
fact, test anxiety is a form of evaluation anxiety, meaning that central element of its initiation is an evaluative
or ego-threatening testing situation. Test anxiety expresses itself in maladaptive cognitive responses (such
as worry cognitions and test-irrelevant thinking) to academic stressors.
These maladaptive responses to stressful situations lead to decrements in performance called “choking
under pressure”, because of the decreased working memory capacity to attend to the task (Park s –
St am m et a l, 20 1 0) . Sarason (1975) perceives test anxiety as a kind of self-preoccupation which is
connected with an inferiority complex and doubt about one’s ability and often results in negative cognitive
assessment, lack of concentration, adverse physiological reactions and failure regarding academics
performance.
They also believe that any attempt to succeed on the exam session is futile and doomed to failure. In such
circumstances, the initial efforts to overcome the obstacles and difficulties are likely to be ineffective
(Sc h u nk , 1 99 1) . Success and academic achievement depend on a set of complicated factors that need a
great amount of researches and studies to be clearly defined. Having a specific purpose, motivation, stress,
study skills, intelligence, physical factors, behavioral abnormality, mental and emotional conditions are
among the most important personal factors that play an important role in students’ academic achievement or
their failure (N ab i za d e h an d G has em i, 2 0 10) . Continuous assessment of the educational conditions
of the university students during their education and a survey on its relevant factors are the necessary and
indispensible elements of developing and improving the quality of the education system, especially in
universities.
The results of the study done by Jahangirpour (2012) on the “relationship between the university students’
EQ and their anxiety in Gilan” showed that there is a negative correlation between their EQ and anxiety.
Yadyari et al (2007), in the study find that those individuals who have high level of EQ experience less
mental stress. Results of the studies performed by Haddadikohsar et al (2007), show that there is a negative
correlation between emotional intelligence and stress. People with high emotional intelligence experience
less stress and better compatibility.
Paker et al (2004), Woitaszewski and Alsama (2004), Samari and Tahmasbi (2007), Lalifaz and Asgari
(2008), Hasanvand and Khaledian (2012), all show that there is a positive relationship between the exciting
intelligence and academic achievement. Ostadian et al (2009), come to the conclusion that group.
Counseling in the form of rational, emotive and behavioral would reduce exam anxiety. Several findings
41 9 6
Intl. J. Manag. Human. Sci. Vol., S (4), 4195-4203, 2014
suggest that cognitive behavioral group therapy is effective in decreasing anxiety and other anxiety-based
problems (Nort on , 20 0 8 ; V es o gh i et a l, 2 01 0) . Various studies refer to the relationship between a
'
person s cognitive system, especially with regard to irrational beliefs and emotional disorder like anxiety
(Ca l ve t a nd L ok ga , 2 0 02) . According to Ellis, anxiety is created as an effect of irrational beliefs on a
'
person s emotion and behavior and in order to avoid it one has to handle irrational beliefs and replace them
with rational ones (Mahmoodalilo, 2010).
Results of the studies conducted by Khaledian et al (2013) included in Investigating the Relationship of
Irrational Beliefs with Anxiety and Their Effect in Two Different Academic Systems in Iran (performed on
graduate Collage students of Payam Nour University and Islamic Azad University), show that there is a
significant positive correlation between the irrational belief and anxiety. There are significant differences
between irrational belief and anxiety of men and women.
Results of studies conducted by Cheraghian et al (2008) show that there is no significant relationship
between the university students’ test anxiety and their academic performance (their grade average);
however, in a situation with increases the level of test anxiety, their academic performance reduced
dramatically. In their study, Hong and Karstensson (2002) conclude that individuals who have higher anxiety
in general have poorer academic performance. The results of the study performed by Khaledian et al (2012)
regarding the relationship between university students’ self-esteem, their academic achievements and test
anxiety show that there is a significant negative correlation between the students’ test anxiety and their
successfulness. The study results of Samari and Tahmasbi (2007), Tamanaifar et al (2010), and Hasanvand
and Khaledian (2012) showed that there is no difference between male and female the emotional
intelligence.
The investigation of research and health testing in Germany suggest that women’s anxiety is twice as
much as that of men (Deg r aaf et al, 2002). Research results of a survey done by Shart (2003) reveal that
female students have a higher level of test anxiety than the one of male students (qu ot es H e yd ar i e t a l,
20 1 2)
In this study, relationship between emotional intelligence and irrational beliefs, test anxiety, and academic
achievements among students of Islamic Azad University, Ghorveh in year 2012–2013 is examined and
recommendations based on the results of research are presented to parents, students, university
officials(particularly Vice Chancellor University) to make them aware of the relationship between emotional
intelligence, irrational beliefs, test anxiety and academic performance having in mind the fact that the
emotional intelligence is the most recent transformation to understand the relationship between thinking and
excitement and anxiety is one of the most important issues related to student performance and academic
performance are closely, it is hoped that the results and outcomes of this study will include several methods
to identify the effective factors in the emotional intelligence and test anxiety as well as their barriers, actions
and behaviors can be formed intelligently to eliminate the higher education system problems in Ghorveh and
help students to have a healthy life. It is clear that the emotional intelligence and test anxiety are important to
discover talents and effectively train the student’s forces in order to gain an illuminated future. Therefore, it is
very important to examine the exciting intelligence with regard to students’ irrational beliefs and test anxiety
and consequently study their influences on academic achievements or failure.
Methodology
In this research the evaluation of the relationship between the emotional intelligence, irrational beliefs, test
Anxiety and academic achievements is based on the Bar-on, Jones and Abolghasemi et al questionnaires
and the final term grade average.
Bar-on emotional intelligence questionnaire
In 1980, the Bar-on the emotional intelligence questionnaire was developed for the first time. It contained
133 questions which is the first super cultural questionnaire to evaluate the emotional intelligence. In 1997,
this questionnaire had been reviewed and the number of questions expanded to 177. This review was
conducted by an author on 3831 persons from 6 different countries and it was performed in the North
America. Responses were studied using a factorial analysis and finally a general scale for (IQ), 5
combinational scales and 15 minor scales were determined. In 2003, this test was implemented in Iran
among Tehran university students by Dehshiri (2006) and its questions were reduced to 90. The
questionnaire’s answer sheets are regulated and based on a scale of 5 degree in Likert spectrum as follows:
I agree completely; I agree to some extent, I disagree, I disagree completely). For the final measurement two
methods were used. Revaluation sustainability or time stability coefficients were reported respectively as
85% one month later and 75 % 4 month later. Test stability rate in odd-even method was 88% and 93% in
Kronbakh alphabet (Hasanvand and Khaledian, 2012).
41 9 7
Intl. J. Manag. Human. Sci. Vol., S (4), 4195-4203, 2014
IBT test developed by Jones (1968)
The test has ten scales and each of these scales includes 10 questions that are based on Likert five-point
scale (Jones, 1968). Total score of IBT ranges from 100 to 500. Low scores show rational beliefs and high
scores show irrational beliefs (Bridges and Sanderman, 2002). Scoring of IBT test in Likert five-point scale
ranges from strongly disagree to strongly agree. The amount of scores in each scale shows the level of
irrational beliefs of a given person. The total scores related to sub-scale phrase constitute its score and total
scores of a person, in all scales, shows the total scores of a person's irrational beliefs [38]. He reported that
the reliability of test, using test-retest, was 92 % and the reliability of each of its ten sub-scales ranged from
66 % to 80 %. He also determined average reliability of all sub-scales as 84 %. IBT test validity was
achieved in connection with Depression Test of (Beck) and it amounts to 77 % which was significant at 99%
(Khaledian et al, 2013). Reported test reliability coefficient on the sample of 106 college students of
Tabatabaei University while using Kronbach and method reached 71 %. Its content validity was supported in
different researches and by various psychologists and counselors (Moradi et al, 2010).
Test Anxiety Quotient Inventory of Abolghasemi
Test Anxiety Quotient Inventory of Abolghasemi et al. includes 25 four-choice questions (never 0, rarely 1,
sometimes 2, often 3). The lowest score in this test is 0 and the highest score amounts to 75. The higher the
score is on this test, the higher the anxiety-level of a given person is. The scores below 12 indicate lack of
anxiety, scores between 13 and 37 show little anxiety; moderate anxiety is represented by scores between
38 and 62 and the scores above 63 are considered the highest level of anxiety. The reliability, internal
consistency and validity of the questionnaire used in this survey were 88 %, 99 % and 72 % respectively
(Ch era g h ia n et a l, 2 00 8) . In this research, students’ academic grade average for a term was
considered a criterion to measure academic achievements. As different social institutions (education and
training banks and …) perceive the average above 14 as a success criterion and below 14 as a weak
success criterion or failure, in this research, the average above 14 indicates academic achievement and
below 14 indicates failure (K ha l e di a n et al, 2012).
The statistical population in this research includes all the students from Azad University in Ghorveh in the
2012-13 academic years. According to the scientific rules, 100 students were selected randomly as a
sample. The group includes 50 male students and 50 female students. The questionnaire was distributed
among them and results were collected. It is worth mentioning that all questionnaires were completed.
FINDINGS
Table 1. The correlation between emotional intelligence scores, irrational beliefs, test anxiety and academic
achievement
1
2
3
4
N
Sig
Emotional
1
-0.28
0.510.60
100
0.001
intelligence
Irrational beliefs
0.281
0.39
0.31100
0.002
Test anxiety
0.510.39
1
0.42100
0.001
Academic
0.60
0.310.421
100
0.001
achievement
N = (100)
As indicated in Table (1), the correlation coefficient between emotional intelligence and test anxiety equals
-0.51. Regarding the significant level it can be concluded that there is a reverse and a significant relationship
between test anxiety and emotional intelligence. It shows that increasing of one item means decreasing of
the other one and the correlation coefficient between emotional intelligence and irrational beliefs equals 0.28. It shows that increasing of one item means decreasing of the other one. Tthe correlation coefficient
between irrational beliefs and test anxiety equals 0.39. Based on the results shown in Table (1), its
correlation coefficient (0.60) and the significant level, it can be concluded that there is a positive and
significant relationship between emotional intelligence and academic achievement and a negative and
significant relationship between irrational beliefs and academic achievement ( -0.31). It means that the
higher the level of the irrational beliefs is, the less the academic achievement is expected. Also based the
results shown on Table (1) and the related correlation coefficient (-0.42) and regarding its meaningful level it
can be concluded that there is a reverse meaningful correlation between test anxiety and academic
achievement .It means that the higher the level of the test anxiety is, the less the academic achievement is
expected.
41 9 8
Intl. J. Manag. Human. Sci. Vol., S (4), 4195-4203, 2014
Table 2. The summary of regression models of test anxiety
1
2
3
4
N
Emotional
intelligence
Irrational beliefs
Test anxiety
Academic
achievement
N = (100)
Sig
1
-0.28
0.51-
0.60
100
0.001
0.280.51-
1
0.39
0.39
1
0.310.42-
100
100
0.002
0.001
0.60
0.31-
0.42-
1
100
0.001
As it can be seen in Table (2), the multiple correlation coefficient of the test anxiety with linear
combinations of variables entered into the model such as independence, self-actualization and stress
tolerance equals 0.411 which proves that about 41% of the variance of the test anxiety was determined by
the independent variables entered into the model. The considered statistics of F equals 22.369 and its
significant level is below 0.001, which is statistically important to confirm the resulting relationship. The other
components of the emotional intelligence were removed from the model due to the lack of the significant
coefficients.
Table 3. The regression coefficients of the entered variables into regression
Models of test anxiety
2
Dependent variable
Variable predictive
R
R
Sig
Constant
94.86
.000
Independence
-1.397
-.340
.001
Test anxiety
Self-actualization
-.851
-.219
.043
Stress tolerance
-.774
-.203
.045
As it can be seen in Table (3), the regression coefficients of the independence (Beta = -0.340), selfactualization (Beta = -0.219) and stress tolerance (Beta = -0.203) variables are significant. Therefore, these
variables were significantly predictive of test anxiety. Among other variables, independence plays the most
important role in predicting test anxiety.
Table 4. Results of the independent test specifying the emotional intelligence among male and female
students
Variable
Sex
Average
S.D
Average difference df
t
Sig
Emotional
Male
319.6
35.009
9.12
98 1.30
0.197
intelligence
Female
310.48
35.199
As shown in Table (4), there is no significant difference between EQ of male and female university
students. Therefore, the null hypotheses are confirmed. It is because the significant level of the differences
between male and female students’ EQ is greater than 0.05 (t = 1.299).
Table 5. Results of the independent test specifying the irrational beliefs among male and female students
Variable
Sex
Average
S.D
Average difference
df
t
Sig
Irrational
Male
196.6
12.009
8.88
98
3.38
0.001
beliefs
Female
205.48
14.2
As shown in Table (5), there is a significant difference between male and female university students’
irrational beliefs; therefore, the null hypotheses are rejected. It is shown that the irrational beliefs of female
university students are greater. The significant level of the test anxiety differences between male and female
students is less than 0.05 (t = 3.38).
Table 6. Results of the independent test specifying the test anxiety among male and female students
Variable
Sex
Average
S.D
Average difference
df
t
Sig
male
30.16
12.88
test anxiety
-7.5
98
-2.72 0.008
female
37.66
14.605
As shown in Table (6), there is a significant difference between male and female university students’ test
anxiety, therefore, the null hypotheses are rejected. It is shown that test anxiety of female university students
is greater. The significant level of the test anxiety differences between male and female students is less than
0.05(t = -2.723).
41 9 9
Intl. J. Manag. Human. Sci. Vol., S (4), 4195-4203, 2014
Discussion
The purpose of this study is to investigate the relationship between students’ emotional intelligence,
irrational beliefs, test anxiety and their academic achievements regarding bachelor and associate degrees.
Taking into consideration the findings of the study, it can be concluded that there is a negative significant
correlation between the students’ emotional intelligence, irrational beliefs and their test anxiety. It means that
the higher the emotional intelligence of an individual is, the less often an individual experiences test anxiety
and vice versa. Moreover, the higher the emotional intelligence of an individual is, the less often an individual
experiences irrational beliefs and vice versa. The findings of the study are consistent with the results of the
studies of Jahangirpour (2012), Haddadikohsar et al (2007), Yadyari et al (2007). In order to explain the
results of these studies, it can be concluded that the enjoying high level of emotional intelligence have a
more positive attitudes towards their emotional capabilities and have better and more developed skills
regarding compensation of negative emotions while taking part in pleasant activities.
They also have the kind of lifestyles experiencing less negative consequences. In fact, self-awareness
comprises the foundations of the emotional intelligence and plays an important role in controlling negative
emotions like anxiety. The enjoying high level of emotional intelligence includes this kind of self-awareness in
a great degree (Khaledian et al, 2013). The results show also that there is a positive and significant
relationship between the students’ emotional intelligence and their academic achievement. In fact, the more
an individual is characterized by high levels of emotional intelligence, the more likely his or her academic
achievements are. These results are consistent with the results of the researches conducted by Parker et al
(2004), Wojtaszewski and Alsama (2004), Samari and Tahmasebi (2007), Lalifaz and Asgari (2008),
Hasanvand and Khaledian (2012). While explaining the findings of these studies indicating that there is a
relationship between the students’ emotional intelligence and their interpersonal achievements, it can be
noted that, it can strengthen the cognitive performances, the memory capabilities and personal leanings
(Hasanvand and Khaledian, 2012). Moreover, the results show that there is a positive and significant
relationship between the students’ irrational beliefs and their test anxiety. In fact, the more an individual is
characterized by high levels of irrational beliefs, the more likely his or her test anxiety is. Firstly, these
findings support the rational, emotive. And behavioral theory of Ellis (1970), because he maintains that a
person's beliefs may influence his or her behavior and the very beliefs of a person determine his or her
behaviors but not an activating event. From this point of view, anxiety is a behavior that is a consequence of
irrational beliefs of a person; meaning that the more irrational beliefs a person has, the more anxious he or
she is (Q u ot es Parsa, 2008). the findings, that is,-being positive relationship between irrational beliefs and
anxiety – are consistent with Ostadian et al (2009), Calvet and Lokga (2002), Norton (2008), Vesoghi et al
(29), Mahmoodalilo et al (2010). The possible support and explanation of this hypothesis is the rationalemotive-behavioral theory of Ellis (1969) as he asserts that while activating event (A), the person’s behavior
or reaction does not directly result from this event, but between persons behavior and the activating event
the persons beliefs (B) exist.
The system of beliefs influences one’s behavior (C) so that anxiety can be perceived as a consequence of
a person's irrational beliefs. The mean score of female students’ irrational beliefs was significantly higher
than the male college students. This is consistent with the findings of Khaledian et al (2013). The results also
show that there is a significant difference between mean score of anxiety among male and female college
students and that mean score of anxiety of female students was higher than that of male students. The
results of this study are consistent with research findings of Degraaf et al (2002), and Khaledian et al (2013).
While explaining the findings, it can be said that probably women express their anxiety symptoms much
more often. The psychological differences may also explain this gender gap. For example, mean are
conditioned to have more control over their actions. Social and cultural justification like gender role has a
port in this condition. For example, they may have more experience than women in encountering fear in
society.
Facing anxiety and fear is one of the remedy that enables people to deal with anxiety (Cri n g et al, 2007).
The results indicate also that there is a significant negative correlation between students’ irrational beliefs
and their academic achievement. It means that the more often a person encounters irrational beliefs, the less
academic achievements he or she experiences and vice versa. It is consistent with the findings of
Cheraghian et al (2008), Hong and Karstensson (2002), Khaledian et al (2012). The results show also that
there is a significant negative correlation between students’ test anxiety and their academic achievement. It
means that the more often a person encounters test anxiety, the less academic achievements he or she
experiences and vice versa. It is consistent with the findings of Cheraghian et al (2008), Hong and
Karstensson (2002), Khaledian et al (2012).
Based on these findings, it can be concluded that test anxiety brings to a halt and hinders the performance
of an individual and prevents him or her from achieving their desired results despite having a high level of
capabilities and information. It is also consistent with the hypothesis of the theory of Atkinson (1996),
42 0 0
Intl. J. Manag. Human. Sci. Vol., S (4), 4195-4203, 2014
suggesting that the individuals who get high scores in test anxiety get less scores in assessing the need for
achievements (Q u ot es Parsa, 2008). One of the results shows that there is no difference between the
emotional intelligence of men and women, such that the violence rate in male was higher than females. It
complies with the results obtained by other researchers such as Samari and Tahmasbi (2007), Tamanaifar
et al (2010), and Hasanvand and Khaledian (2012). To confirm these findings, it can be said that as
opposed to the recognition intelligence that is affected by heredity, the emotional intelligence is mostly
influences by the environmental elements and it can be acquired and learnt. At present, women’s active
participation in cultural and social areas seems to create equality between men and women and the possible
differences between the two sexes are being minimized (Tamanaifar et al, 2010). Moreover, the results
show significant difference between mean score of anxiety of male and female students. That results in a
fact that female students’ anxiety is higher than that of male students. It is consistent with the results
obtained by other researchers such as Degraaf et al (2002).
While explaining these findings, it can be said that women are more likely to express symptoms of anxiety.
Psychological differences may also help explain the gender gap, for example, the time may come when men
can have more control over their personal position. Explain the social - cultural, such as gender roles, may
also play a role. For example, men may experience more fear in the community have to deal with women.
Facing one’s fear and anxiety is one of the solutions (Cring et al, 2007).
The limitations of the study are the lack of any previous studies on this issue. They are also related to
some hypotheses of the research. One of the research limitations is the unavailability of the IQ degrees as
well as the cultural and economical positions and their effects on the emotional intelligence, irrational beliefs,
test anxiety positions and the students’ academic performances. The lack of awareness concerning their
education as well as training and limited information on the amount of the problems that the students face
also play a part in this respect. In this field, there are no researches conducted in Ghorveh, so because of
the Kurdish culture and language of the people in this city, this research can provide a background for future
researches. In this respect, the students can make sense of its importance and we can gain information
about the emotional intelligence and the self-satisfaction rates in this city.
Thus, we can identify the methods to increase the emotional intelligence with irrational beliefs and
decrease this test anxiety lead them to obtain the ability to use the capacity of understanding, expressing,
emotional intelligence application, self- satisfaction and value. As a result, they can achieve their educational
goals. As the city has a distinct culture and it incorporates students from other cultures, the present position
of the university and in general the city can be explained to the new students, so it helps them. It has to be
noted that they can be familiar with the emotional intelligence, irrational beliefs and the test anxiety of the
native masters and students, so that they can be led to achieve a specific purpose. If the expected result
achieves, it can enable masters, students and the whole academic society of the city to improve their
academic achievements. This result can become a useful tool for clinical psychologists, consulting
psychologists, students, and the undersecretary for the student affairs in universities, the students’
undersecretary of the ministry of science, research and technology.
References
Bar On R, 1997. A Measure of Emotional and Social Intelligence in Chicago, Canadian Journal of Behavioral
Science, 18: 123- 137. and Bar-on, R.(2000. The Handbook of Emotional Intelligence; To SseyBass, While Company, Sanfrancisco.
Bridges RK, Sander Man R, 2002. The Irrational beliefs inventory: cross cultural comparisons between
American and Dutch samples, Journal of rational- emotive cognitive therapy, ERIC.
Calvet E, Lokga C, 2002. Self-talk in adolescents: Dimen Sioms, States of mind,and psychological
maladjustment, Journal of cognitive therapy and research,4: 473 - 492. ERIC
Cheraghian B, Fereiduni Moghadam M, Baraz Prdnjany S, Bavarsad N, 2008. Investigating the Relationship
between Test Anxiety and Academic Performance in Nursing Students, Journal of Science and
Health, 3 (3 and 4): 29-25.
Cring D, Johnson N, 2007. Mental pathology: Translated by Shamsipour, Hamid. (2009) Arjomand
publication, Tehran, [email protected]
Degraaf R, Bijl RV, Ravelli A, Smit F, Vollenbergy WAM, 2002. Predictors of first incidence of DSM-III-R
Psychiatrie disorders in the general population: Findings from the Netherlands mental health survey
and incidence study. Acta psychiatric Scandinavia, 106: 303-313. ERIC
Dehshiri GR, 2006. The Relationship between Emotional Intelligence with Academic Achievement of
Students, Counseling Researchs And Recents, 5(18): 97-106.
Ellis A, 1969. The Art and Science of love, New York: Lyle stuart, (1960). Rev. Ed., New York, Lyle Stuart
and Bantam.
Ellis A, 1973. Humanistic psychotherapy: The Rational Emotive Approach, ny. The Julian press INC.
42 0 1
Intl. J. Manag. Human. Sci. Vol., S (4), 4195-4203, 2014
Ellis A, 1991. The revised ABC of rational-emotive therapy (RET), Journal of Rationol-Emotive and Cognitive
Be- hLtqQ, Thctupy, 9: 139-170.
Ellis A, 1995. Changing rational-emotive therapy (RET) to rational emotive behavior therapy (REBT). Journal
of Rational-Ernothional arid Cognitive Behavior Therapy, 13, 85- 89. ERIC
Haddadikohsar AA, Roshan R, Asgharnezhadfarid AA, 2007. A Contrastive Relationship between Emotional
Intelligence and Mental Health and also Academic Achievements in Shahed and Nonshahed
Students in Tehran University, Journal of Psychological and Educational Sciences, 37 (1): 73 – 97.
Hasanvand B, Khaledian M, 2012. The Relationship of Emotional Intelligence with Self-esteem and
Academic Progress, International Journal of Psychology and Behavioral Sciences 2(6): 231-236.
Hassan Zadeh R, 2007. The motivation and excitement. Tehran: Arabian Publication.
Heydari A, Hadian Far H, Shajarat A, Zamiri A, 2012. The Relationship between Perfectionism and Selfefficiency and Test Anxiety in Female Students of Islamic Azad University, Ahvaz Branch,
Proceedings of the First National Conference on Health Psychology, 3 -23.
Hong E, Karstensson L, 2002. Antecedents of state test anxiety. Contemporary Educational Psychology,
27(2): 348-367.
Jahangirpour M, 2012. The relationship between Emotional Intelligence and the University Students’ Anxiety,
Proceedings of the First National Conference on Health Psychology.
Jones RG, 1968. A J measure of Ellis irrational belief system’, with personality and maladjustment
correlates, Dissertation Abstracts international, 29, 43 79 B-4380 B. (university microfilms. NO
696443).
Kaokebisiyoki F, Aminyazdi S, Yousefi A, Modaresh Ghorori M, 2010. Efficiency of group treatment
especially rational – emotive – behavioral treatment on anxiety of infertile (sterile) women who were
under IVF treatment: contemporary psychology Quarterly Extra Version, (Extra version) 5: 652 –
656. www.sid.ir.
Khaledian M, Kheyrkhah Z, Gholizadeh Z, 2012. The relationship of the self-esteem with the test stress and
academic achievement. Sixth seminar of the Gilan student's mental health, 310 – 313.
Khaledian M, Pardegi K, 2013. The relationship between accounting students’ emotional intelligence (EQ)
and test anxiety and also their academic achievements. European Journal of Experimental Biology,
2013, 3(2): 585-591.
Khaledian M, Saghafi F, Moradi S, Khairkhah Z, 2013. Investigating the Relationship of Irrational Beliefs with
Anxiety and Their Effect in Two Different Academic Systems in Iran (Under graduate Collage
students of Payame Nour University and Islamic Azad University), Journal of International Research
Journal of Applied and Basic Sciences, 4(5): 1185 – 1191.
Khaledian M, Saghafi F, Moradi S, Khairkhah Z, 2013. Investigating the Relationship of Irrational Beliefs with
Anxiety and Their Effect in Two Different Academic Systems in Iran (Under graduate Collage
students of Payam Nour University and Islamic Azad University), International Research Journal of
Applied and Basic Sciences, 4 (5): 1185-1191.
Lalifaz A, Asgari A, 2008. The Ability of Emotional Intelligence and Demographic Variables Prediction in
Gifted Students Academic Achievement; Psychology and Education Studies of Mashhad University,
9(1): 167-181.
Laster D, 1989. Depression, suicidal preoccupation and rational thinking. J Gen psycho, 116(2): 221-3..ERIC
Mahmoodalilo M, Gholizadehborhani L, Zabardast M, 2010. Comparison of irrational beliefs of mother whose
children had severe mental disorder with mothers with normal children, Rehabilitating and
Empowering University, (Extra version) 5: 702- 704, www.sid.ir.
,
Moe tamedin M, Ebadi GH, 2007. The role of irrational beliefs and aggression on high school students in
Tabriz, Knowledge and Research Quarterly in Educational Science, 14: 1 – 14. www.sid.ir.
Moradi F, Bahrami H, Ahghar G, 2010. Defensive mechanism and irrational beliefs in students.
Contemporary Psychology Quarterly (Extra version), 5: 704 – 706. www.sid.ir.
Nabizadeh C, Ghasemi BM, 2010. The Relationship between Anxiety and Depression in Successful and
unsuccessful Student, Journal of Contemporary Psychology (Special Issue) 5: 753-751.
Norton PJ, 2008. An open trial of Trans diagnostic cognitive-behavioral group therapy for anxiety disorder
behavior Therapy, 3(39): 242-250. ERIC
Ostadian M, Soudani M, Mehrabizadeh Honarmand M, 2009. The efficiency of group counseling; in the form
of rational, emotive and behavioral method of Ellis – on exam anxiety and self steam of girls in the
third year of junior high school Behbahan, Education and learning Magazine. Shiraz University, 1-18.
www.sid.ir.
Parker, J. D., Summerfeldt, L. J., Hogan, M. J., and Majeski, S. A. (2004). Emotional Intelligence and
Academic Success: Examing the Trasistion from High School to University”; Personality and
Individual Differences, 36: 163- 172.
42 0 2
Intl. J. Manag. Human. Sci. Vol., S (4), 4195-4203, 2014
Parks Stamm E, Gollwitzer PM, Oettingen G, 2010. Implemention intentions and test anxiety. Shielding
academic performance from distraction, Journal of learning and individual differences, 20: 30-33.
Parsa M, 2008. Motivation and Emotion, Tehran: PNU publications.
Samari AA, Tahmasbi F, 2007. The study of Emotional Intelligence and Academic Achievement in University
Students; the Quarterly Journal of Fundamentals of Mental Health, 9(35): 121- 128.
Sarason IG, 1975. Anxiety and self – preoccupation. In I.G. Sarason and C.D. Spielberger (eds.), Stress
and Anxity, Vol. 2, New York: Hemisphere/ Hastead.
Schunk DE, 1991. Self-efficacy and academic motivation. Educational Psychologist, 26: 207 - 231.
Tamanaifar MR, Sedighi Arfai F, Salami F, 2010. The relationship of the exciting intelligence, self-imaginator
and self-esteem with the academic achievement, The planning and studying quarterly in higher
education, 56: 99-113.
Vesoghi S, Alilomahmod M, Poursharifi H, 2010. Cognitive behavioral group treatment on self – esteem and
anxiety of the students, Contemporary psychology Quarterly (Extra version) 5: 782- 784, www.sid.ir.
Wojtaszewski SA, Alsama MC, 2004. The Contribution of Emotional Intelligence to Social and Academic
Success of Gifted Adolescence and Measured by the Multifactor Emotional Intelligence Scale; Roper
Review, 27: 30- 45.
Yadyary F, Moradi AR, Yahiazadeh S, 2007. The Relationship between Emotional Intelligence and the Locus
of Control and the Psychological Health in Mazandaran University Students, Journal of
Psychological Studies, 3 (1):21 - 32.
42 0 3