Induction of Emotions from TOEFL iBT Reading Tests as a Construct-irrelevant Factor and its Interference with Emotional Intelligence
الموضوعات :
Yaser Kheyrkhahnia
1
(Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran)
Behzad Ghonsooly
2
(Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran (Professor of Applied Linguistics, Department of English, Ferdowsi University of Mashhad, Iran, corresponding author))
Javad Salehi Fadardi
3
(Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran (Professor of Psychology, Department of Psychology, Ferdowsi University of Mashhad, Iran))
الکلمات المفتاحية: emotional intelligence, Cognition, emotion, appraisal, TOEFL iBT reading tests,
ملخص المقالة :
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.
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