A Survey On The Relationship Of Emotional Intelligence, Achievement Motivation And Test Anxiety Of High School Students

High school is the last stage before the college entrance exam. In this period, academic performance have a direct impact on the probability to enroll university. Exam takes an important part of high school students'lives, so test anxiety affects not only the learning and exam results of students, but also their physical and mental health. The purpose of this study is to research what effects emotional intelligence and achievement motivation have on test anxiety of high school students, and what relationships they have among them three. The study will also propose several measures and suggestions on how to guide high school students to deal with test anxiety based on the results of the study, so as to improve the mental health of them.The number of this study's valid samples is 469. Questionnaire is the mainly method of this study. By using the scale of emotional intelligence, the scale of achievement motivation and the scale of test anxiety, this study researches the differences of high school students'emotional intelligence, achievement motivation and test anxiety in gender, grade, specialty and whether he/she is class cadre. And the relationship of these three is also be researched. The main conclusions are as follows:The first, the emotional intelligence of high school students has no significant difference in gender and grades; has significant difference in specialty, the students majored in liberal arts have high level than the students majored in science; has significant difference in whether he/she is class cadre, the class cadres have high level than the ones who are not.The second, the achievement motivation of high school students has no significant difference in grades and specialty; has significant difference in gender, male students have high level than female students; has significant difference in whether he/she is class cadre, the class cadres have high level than the ones who are not.The third, the test anxiety of high school students has no significant difference in gender and whether he/she is class cadre; has significant difference in grades, grade one have the highest level, then grade two, and grade three is the lowest; has significant difference in specialty, the students majored in liberal arts have high level than the students majored in science.The fourth, There is a significant positive correlation between emotional intelligence and achievement motivation. There is a significant negative correlation between emotional intelligence and test anxiety. The fifth, emotional intelligence of high school students has significant predictive effects on test anxiety and achievement motivation of them. Achievement motivation of high school students has significant predictive effects on test anxiety.