Affective responses, emotional intelligence and examination performance of university undergraduates

Hulme, R. and Terry, Peter C. (2010) Affective responses, emotional intelligence and examination performance of university undergraduates. In: 27th International Congress of Applied Psychology, 11-16 July 2010, Melbourne, Australia.

[img] Text (Published Version - Abstract)
Hulme_Terry_ICAP2010_PV.pdf

Download (2732Kb)
Official URL: http://www.icap2010.com

Abstract

The aim of the research was to examine the link between emotional intelligence abilities, psychological distress levels and mood states among university undergraduates over the duration of a semester of study. The research also focused on the ability to predict student exam performance utilising the constructs of emotional intelligence, psychological distress and mood. This was accomplished through two related studies, both involving data collected from first year students. A sample of 218 undergraduate students from an Australian university completed the Trait Meta Mood Scale (TMMS) to establish their emotional intelligence abilities. They then completed the Brunel Mood Scale (BRUMS) and the Depression, Anxiety and Stress Scale (DASS-21) on three occasions during a university semester to monitor affective responses. Examination performance at the end of semester was recorded. Emotional intelligence was found to influence affective responses, showing a stronger influence on psychological distress than mood states. However, clarity, a component of emotional intelligence, was more closely related to mood states than psychological distress. Of the psychological distress variables, stress scores showed the strongest influence on mood responses. Psychological distress and mood responses both predicted examination performance whereas emotional intelligence did not. High emotional intelligence among students is conducive to a more pleasant and less distressing university experience but does not appear to benefit examination performance. Further, negative affective responses are not necessarily an indication that students will underperform academically. Indeed high negative affect during the beginning of semester and mid-semester is an indicator of success in end of semester examinations. It appears to be important that negative affect abates during the period from mid-semester to the end of semester. Rising negative affect from midsemester to end of semester may be an indication that a student is facing difficulties and could potentially fail their examinations.


Statistics for USQ ePrint 8618
Statistics for this ePrint Item
Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Speech)
Refereed: Yes
Item Status: Live Archive
Additional Information: Only abstracts published in conference proceedings, as supplied here.
Depositing User: Mrs Melissa Jarick
Faculty / Department / School: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 30 Aug 2010 02:16
Last Modified: 15 Oct 2014 22:38
Uncontrolled Keywords: emotional intelligence, psychological distress, mood states, exam performance
Fields of Research (FOR2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
17 Psychology and Cognitive Sciences > 1701 Psychology > 170106 Health, Clinical and Counselling Psychology
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
URI: http://eprints.usq.edu.au/id/eprint/8618

Actions (login required)

View Item Archive Repository Staff Only