Effects of Emotional Intelligence Training on Examination Stress, Self-Efficiency, and Educational Function of the students whose fathers are working in Affiliated Plans, in High Schools of a Non-Profit Organization

This paper aims to study the impact of emotional intelligence on test anxiety, self-efficacy, and educational performance of high school students whose fathers work rotating shifts in Oil Company in Ahvaz. Experimental research is a pre-test/post-test one with control group. Our population consists of 34 high school students (1st and 2nd grades) at non-public National Martyrs High Schools in Ahvaz in school year 2013-2014 selected according to higher than normal SD. They were divided into two groups randomly: test group (n=17) and control group (n= 17). 20-item STA to describe reactions before and after test as well as GSE was used. Nine 75-minute sessions were held to educate EI to students. Control Group received no intervention. Having completed the course, participants in both groups answered the questionnaires. Data were analyzed using ANCOVA (one-variable) and MANCOVA (multi variables). Our findings show that emotional intelligence leads to a decrease in test anxiety and an increases self-efficacy and educational performance in test students. It means that EI can be used to decrease test anxiety as well as to increase self-efficacy and educational performance in students.