Abstract
The authors, in the theoretical part of the paper, define and explain the concept of emotional competence, as well as skills that should be developed and strengthened within the mentioned concept. Also, the importance of emotional competence in exam situations for the academic success of students has been presented, which is supported by the presentation of research related to this topic. The aim of the study was to examine whether students with different academic achievement and from different study programs showed different levels of emotional competence in exam situations. The research was conducted on a sample of 115 students from the Faculty of Philosophy, University of East Sarajevo. The paper presents the results of examining the differences in the development of emotional competence in exam situations in students with different academic achievement and the results of examining the differences in the development of emotional competence in students in exam situations depending on the study program they study. The findings show that there are no differences in the development of emotional competence in exam situations in students with different academic achievement, but there are differences when it comes to the development of emotional competence in exam situations depending on the study program that students’ study. This research is a contribution to a better understanding of students' emotional competencies in exam situations and may have practical implications in terms of understanding the importance of improving the emotional sphere in all study programs by expanding study objectives so that they include developing of students' emotional competencies. 
 
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Highlights
In previous studies and research, the term emotional intelligence has been used most often
Examples of some items from the Emotional Competence scale of students in exam situations are: It happens that I tremble when taking an exam; I feel proud to know that I did a good test; During the exam, I just think about when the exam will end; When I get scared I have a hard time remembering the answer to the exam question
Differences in the development of emotional competence in exam situations in students with different academic success Emotional competence as the ability to understand, express and manage emotions is important for different learning outcomes
Summary
In previous studies and research, the term emotional intelligence has been used most often. They gave the first definition of emotional intelligence, saying that it includes “the ability to quickly observe, evaluate, express emotions; recognizing and generating feelings that facilitate thinking; understanding emotions and knowledge about emotions, and the ability to regulate emotions in order to promote emotional and intellectual development” (Mayer, Salovey, 1997, p.10). Set of skills and abilities, so in the literature we have the terms emotional literacy (Goleman, 2001) and emotional competence (Takšić, Mohorić, Munjas, 2006). There are those who equate the terms emotional intelligence and emotional competence. According to Steiner (2003), the term emotional competence refers to the ability to understand one's own emotions, the ability to listen to others and empathy, and the ability to express emotions productively. Goleman (1995) states that emotional competence is the ability to know and recognize one's own feelings, as well as the feelings of others, the ability to self-motivate, to manage emotions in oneself and in relationships with others
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