Hulme, Richard G. (2010) Affective Responses, Emotional Intelligence and Exam Performance of University Undergraduates. Coursework Masters thesis, University of Southern Queensland. (Unpublished)
Abstract
The research examined the link between emotional intelligence abilities, psychological distress levels and mood responses among university undergraduates over the duration of a semester of study. The research also focused on the prediction of 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 and second 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 also 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 responses. 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 was conducive to a more pleasant and less distressing university experience but did not benefit examination performance. Negative affective responses were not an indication that students would underperform academically. Indeed high negative affect during the beginning of semester and mid-semester was 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.
I would like to thank my supervisor Peter Terry for his wisdom, direction and availability, especially his patience and understanding in my times of silence and confusion. Thank you to the Psychology Technical services guys. Particularly, I would like to thank Simon Farwell and Susie Gibson for listening to my complaints, and helping with my requests. Finally I would like to acknowledge the emotional and financial support that my wife Annabel has given to me during these testing times. This has allowed me to complete my Doctorate, thank you sincerely.
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| Item Type: | Thesis (Non-Research) (Coursework Masters) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013) |
| Supervisors: | Terry, Peter |
| Qualification: | Bachelor of Science (Honours) (Psychology) |
| Date Deposited: | 08 Jan 2026 02:56 |
| Last Modified: | 08 Jan 2026 02:56 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52430 |
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