Student Trainees’ Performance in Simultaneous Interpreting Aptitude Test: The Role of Emotional Quotient and Self-Efficacy

Abstract

The present study investigated the possible relation between student trainees’ performance in simultaneous interpreting aptitude test, EQ and self-efficacy. A sample of 70 interpreting trainees participated in this study. The Emotional Quotient Inventory (Bar-On, 1997) and the self-efficacy questionnaire (Sherer et al., 1982) were administered. The results showed that simultaneous interpreting was not a gender sensitive activity. However, the findings demonstrated that higher self-efficacy improved performance in SI aptitude test. Moreover, the study revealed a positive correlation between EQ (total and its 12 subscales) and self-efficacy. Additionally, three of the subscales of EQ (i.e. Flexibility, Self-Respect and Stress Tolerance) were found to function as positive predictors of SI aptitude score. The study concluded that learning interpreting skills in and by itself does not necessarily result in successful interpreting because of personal differences.