The results of dataanalysis demonstrated a statistically significant correlation between reading comprehension and two subscalesof EQ i.e., tolerance of stress and problemsolving ability.
Also,this study contributed to the existing body of evidence confirming thepositive relationship between scores on the reading comprehension test and thetotal scores on EQ questionnaire.The obtained resultsare in linewith the studiesthat 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 Haghighiet. al.; Talebinejad & Rezai Fard, 2012). The results of the present study alsoverify Wechsler’s viewabout vitality of affective components of intelligence for success in life (Wechsler, 1940; as cited in mohammadian Haghighi et. al.) and Bar-onidea about predictive power of EQ for success(Bar-on, 1997). Moreover, regarding the findings based on the firstresearch question that revealed a statistically significant correlation between stress and reading comprehension, this piece of finding is consistent with those of other similar researches showingthat there is a significant negative correlation between stress and academic achievement(Kumari et.
al., 2012) and reading comprehension (Peyman & sadeghi, 2011).Since tolerance of stress and problem solvingability are twosubscales of EQ,,the ideas of the participants of this studyabout the debilitative impact of stress on their academic performance and theircomprehension of the text may be potential explanations for consistency of results in the relatedliterature regarding the correlation betweenEQ and reading comprehension.It can also justify the positive correlation between reading comprehension and twosubscales of EQ i.
e., tolerance of stress and problem solvingability.The results of the presentstudy are also against the few studiesthat found no correlationbetween EQ and academic performance (Newsome et.
al.,2000). Since a number of studiesin the related literature have documented empiricalevidence in supportof the positive relationship betweenEQ and academicsuccess, revealing different results in the Newsomeand Catano studymay be dueto the wideage range of the participants in this study(17-56) and participant’s enrolling in different faculties (Science, Arts, or Commerce).