Background: Test anxiety is one of the most common and important problems of students in their educational course which affects performance, well-being, and success of students adversely. The prevalence of test anxiety in the students of the University of Medical Sciences is more than in other students. It's maybe due to their hard educational condition.Objectives: This study aimed to examine the mediating role of emotional intelligence in coping strategies and test anxiety in university students. Methods:The present study is a correlational descriptive study. Statistical population was all of the students in Kermanshah University of Medical Sciences, Kermanshah, Iran, 2013-2014 ones were selected by convenience sampling. In this study, participants were assessed by Sarason Test Anxiety Inventory, Lazarus and Folkman coping strategies, and Schutte et al's emotional intelligence. Data were analyzed by Pearson correlation tests and path analysis. Results:The results showed that there was a relationship between coping strategies (problem-focused and emotion-focused) and emotional intelligence with test anxiety (P < 0.01). Emotional intelligence has a mediator role between problem-focused coping strategies and test anxiety (P < 0.01). Conclusions:According to the results, it can be concluded that students who use problem-focused coping strategies have more emotional intelligence and with increasing emotional intelligence, test anxiety reduces significantly. So in order to reduce the test anxiety, the important role of emotional intelligence should be considered. Test anxiety is related to coping strategies (problemfocused and emotion-focused) and emotional intelligence Keywords: Coping Strategies, Iran, Students, Test Anxiety BackgroundStudents experience high levels of anxiety. These anxieties are sometimes severe enough to affect their daily lives and academic performance adversely. Test anxiety is one of the main anxieties that students experience and about 10 to 30 percent of students suffer from it (1, 2).Test anxiety is higher in students of Kermanshah University of medical sciences. Mohammadi and Parandin reported 38.8% of students had mild test anxiety, 27.5% had moderate, and 33.7% had severe test anxiety (3).Test anxiety is a mixed state of excitement, fear, and worry (4). Sarason (5) suggests that the concept of anxiety includes: 1. Stress: emotional feelings before or during the exam; 2.Worries: which are about the result of exam; 3. Irrational thoughts about the exam: thoughts that divert students' attention from the exam; 4. Somatic symptoms: somatic reaction before or during the test (6). Given the high prevalence of test anxiety among the students and its adverse effects on test performance, academic achievement, and general well-being, it is necessary to identify and evaluate the influencing factors such as variables that appear to be associated with test anxiety, coping strategies, and emotional intelligence. According to the definition by Lazavs and Folkman (1948), copings are behavioral ...