Abstract:
Cognitive appraisal of individuals directs to the creation of an emotional response, which is related to emotional intelligence. The present study shows the presence of induced emotions as an unrelated factor on the construct of a TOEFL iBT reading test which can interplay with emotional intelligence for regulating the induced emotions towards reading passages. The present participants were 393 Iranian EFL TOEFL iBT candidates. The present researchers detected induced emotions based on PANAS before and after reading the three selected passages of a TOEFL iBT reading section. Also, emotional intelligence was detected by Schutte Self-Report Emotional Intelligence Test after reading the selected passages. Our results confirmed this hypothesis statistically by reporting that induced emotion from the passages of the selected TOEFL iBT test has a significant effect on emotional intelligence. This study found that if test developers provide a condition for test-takers to activate their emotional intelligence, they might control the induced emotion as the construct-irrelevant variable during reading.
Machine summary:
The present study shows the presence of induced emotions as an unrelated factor on the construct of a TOEFL iBT reading test which can interplay with emotional intelligence for regulating the induced emotions towards reading passages.
Our results confirmed this hypothesis statistically by reporting that induced emotion from the passages of the selected TOEFL iBT test has a significant effect on emotional intelligence.
Does induced emotion from the passages of the selected TOEFL iBT test have any significant effect on high emotional intelligence?
Does induced emotion from the passages of the selected TOEFL iBT test have any significant effect on low emotional intelligence?
Results The first research question of the present study is asking to see if the induced emotions from the three passages of the selected TOEFL iBT have any statistically significant effect on emotional intelligence or not.
Likewise, Table 3, Table 4, and Table 5 show if the induced emotions before and after reading the three passages of the selected TOEFL iBT reading test have a significant effect on emotional intelligence or not.
Likewise, Table 6 shows if the induced emotions after reading the three passages of the selected TOEFL iBT reading test have a significant effect on emotional intelligence or not.
The second and third research questions of the present study are asking to see if the selected participants with high and low emotional intelligence significantly affect the induced emotion from the passages of the selected TOEFL iBT test.