DOI: 10.5281/zenodo.7266367 Kano Journal of Educational Psychology (KaJEP) Volume 3, No. 1, June, 2021 ISSN (Hard copy): 2736 – 1365 eISSN: (Online): 2736 – 1373 Emotional Intelligence and Self-Concept as Determinants … (Kayode & Lukman, 2021) www.kjnisepjournal.com 13 Emotional Intelligence and Self-Concept as Determinants of Test Anxiety among Undergraduate Students in Federal University Gusau, Zamfara State Gbolahan O. Kayode 1 Email: gbolahanolumide007@gmail.com Tel: 08061254474 Dr. Sheu Adaramaja Lukman 1 Email: adaramajasheu@fugusau.edu.ng Tel: 09033409167 1 Department of Educational Foundations, Faculty of Education, Federal Univeristy Gusau Abstract This study examined the relationship between self-concept and emotional intelligence on test anxiety among undergraduate students in Federal University Gusau (FUG), Nigeria. Four hypotheses were formulated to guide the study. Correlational survey design was used in the study. The population of the study comprised all 5433 undergraduate students of Federal University Gusau. Three hundred (300) Students across the four faculties in FUG were selected using proportionate stratified random sampling technique in the study. Spielberger’s Test Anxiety Inventory (TAI), Campbell et al., Self -Concept Clarity Scale and Emotional Intelligence short form scale were adapted and adopted for the study which form the instruments for data collection. Validity and reliability of the instruments were established with all the three instruments showing high internal consistency at 0.87, 0.87 and 0.89 respectively. The findings of the study revealed that self-concept and emotional intelligence significantly predicted test anxiety among undergraduate students in Federal University Gusau. The study recommends that Teachers should adopt strategies that help the students to enhance their emotional intelligence and self-concept so that they may have more control on their emotions during testing situations. Keywords: Test anxiety, Emotional Intelligence, Self-Concept. Introduction The main aim of an educator is to create a learning situation to enhance academic success. Academic success can be reduced by students’ who are unable to display proficiency testing situations. Students who have really prepared for an examination with high potential to show their mastery of the subject may be impeded due to test anxiety. Test anxiety is shown to have significant correlation with competency. Although, students may experience anxiety before writing any examination, this can be normal and necessary to perform very well but it becomes a problem when anxiety becomes excessive and uncontrollable thereby disabling the students to perform optimally (Ali, 2014) Test anxiety is a type of performance anxiety that people experience whenever there is a situation when they are being evaluated (testing situations). Text anxiety is a complex and multi-dimensional construct that consists of cognitive, psycho-affective and behavioural components that has been defined as an emotional state experienced during testing situations that comprises feeling of tension, apprehension, nervousness, worry and associated psychological arousal that results from activation of the autonomic nervous system (Gordana et al., 2018: Putwain et al., 2010). The prevalence rate of test anxiety has been reported by many researchers: according to numbers of different studies about 10% to 41% of elementary and secondary school students suffer from the effects of test anxiety (Whitaker et al., 2007). Sealand (2011) reported that test anxiety is an educational problem which is very significant and is affecting many students in learning institutions; this is an indication that many students are experiencing test anxiety on a regular occurrence which can have effect on their