Abstract
Adaptive coping with stressful events is likely to promote the development of emotional intelligence, although there is little confirmatory research. This questionnaire study investigated relationships among cognitive appraisals, coping strategies, and development of emotional intelligence during preparation for a university entrance examination in a sample of undergraduates (242 males and 242 females). The results of a multiple population analysis indicated that solitary approach coping and social coping positively affected the development of emotional intelligence regardless of the type of university entrance examination taken. Solitary avoidance coping indirectly led to development of emotional intelligence by alleviating negative emotions and facilitating coping with the problem. This indirect effect became more intense if students appraised the university entrance examination in a less avoidant manner.
