Emotional Quotient, Mental Toughness, Mathematics Anxiety, and Performance of Teacher Education Students


Leonida P. Sobrevega, Elvira L. Arellano


This study investigated the relationship of emotional quotient, mental
toughness, mathematics anxiety, and mathematics performance using data
coming from 160 second year BSED and BEED students who were enrolled in
the first semester of SY 2012-2013 and had taken Fundamentals of Mathematics
and Contemporary Mathematics. Using the descriptive correlational research
method and four sets of instruments – Bar On Emotional Quotient Inventory:
Short Version (Bar On EQi:s), Mental Toughness Questionnaire (MTQ48),
Mathematics Anxiety Questionnaire, and Mathematics Achievement Test,
results reveal that students have low emotional quotient, average mental
toughness, and average mathematics anxiety and mathematics performance.
Further, correlation analyses show that mathematics performance post
significant positive relationship with emotional quotient and mental toughness,
but significant negative relation with mathematics anxiety. Emotional
quotient also registers significant positive correlation with mental toughness.
Mathematics anxiety likewise reveals significant negative relationship with
emotional quotient and mental toughness. Among the variables, mathematics
anxiety is the significant predictor of mathematics performance.

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