The causal relationships of emotional and general intelligence with school performance, mediated by test anxiety and school adjustment in high school students of Borujerd

The purpose of this research is to specify the causal relationships of IQ and emotional intelligence with school performance mediated by test anxiety and school adjustment of grade-one students in Borujerd’s high schools. This sample consisted of about 395 students (197 boys & 198 girls) who were selected randomly in several processes by multiple method sampling. In this research the students completed Personal Information Test, Raven Test, Emotional Intelligence Petrides and Furnham Inventory, Test Anxiety of Speilberger Inventory and the Adjustment Inventory for school students. The school performance of students was the averages of their final exams of that year. The statistical method was structural equations modeling. The results showed that the proposed modeling was fit for data and direct paths from IQ to school performance and adjustment was positive and significant. Direct path from adjustment to school performance was also positive and significant. Direct path of emotional intelligence to school performance was negative and significant. Direct path of emotional intelligence to adjustment was also positive and significant. Direct paths of emotional intelligence to test anxiety and school performance were become negative and significant. The relationship of IQ to test anxiety was also negative and significant. Also, the relationship of IQ to school performance was positive and significant. The mediating role of adjustment was also confirmed.