The text may be potential explanations for consistency

The results of data
analysis demonstrated a statistically significant correlation between reading comprehension and two subscales
of EQ i.e., tolerance of stress and problem
solving ability. Also,
this study contributed to the existing body of evidence confirming the
positive relationship between scores on the reading comprehension test and the
total scores on EQ questionnaire.

The obtained results
are in line
with the studies
that found a positive correlation between EQ and academic performance (Afghari & Bozorgmeh, 2008; Downey et. al., 2008;
Petrides et. al., Stottlemayer, 2002; as cited in Abdolrezapour),
foreign language learning (Pishghadam, 2002), and reading comprehension
(Abdolrezapour & Tavakoli, 2012; Mohammadian Haghighi
et. al.; Talebinejad & Rezai Fard, 2012). The results of the present study also
verify Wechsler’s view
about vitality of affective components of intelligence for success in life (Wechsler, 1940; as cited in mohammadian Haghighi et. al.) and Bar-on
idea about predictive power of EQ for success
(Bar-on, 1997). Moreover, regarding the findings based on the first
research question that revealed a statistically significant correlation between stress and reading comprehension, this piece of finding is consistent with those of other similar researches showing
that there is a significant negative correlation between stress and academic achievement
(Kumari et. al., 2012) and reading comprehension (Peyman & sadeghi, 2011).

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Since tolerance of stress and problem solving
ability are two
subscales of EQ,,
the ideas of the participants of this study
about the debilitative impact of stress on their academic performance and their
comprehension of the text may be potential explanations for consistency of results in the related
literature regarding the correlation between
EQ and reading comprehension.
It can also justify the positive correlation between reading comprehension and two
subscales of EQ i.e., tolerance of stress and problem solving
ability.

The results of the present
study are also against the few studies
that found no correlation
between EQ and academic performance (Newsome et. al.,
2000). Since a number of studies
in the related literature have documented empirical
evidence in support
of the positive relationship between
EQ and academic
success, revealing different results in the Newsome
and Catano study
may be due
to the wide
age range of the participants in this study
(17-56) and participant’s enrolling in different faculties (Science, Arts, or Commerce).