情绪智力与英语学业成绩的关系探究——愉悦、焦虑及倦怠的多重中介作用

Emotional intelligence and English achievement: The mediating effects of enjoyment,anxiety and burnout

本研究基于积极心理学视角,以我国1307名高二学生为对象,根据问卷和英语测评结果,考察情绪智力、情绪和英语成绩之间的关系。结果表明:(1)学生的情绪智力、愉悦、焦虑水平中等,倦怠水平较低,但与国际样本相比愉悦水平过低,焦虑水平较高;(2)情绪智力、愉悦、焦虑、倦怠、英语自评成绩和英语考试成绩两两之间呈低到中等程度的相关关系;(3)3种情绪在情绪智力与英语学习成绩之间起到多重平行中介作用。研究结果不仅验证、拓展了控制—价值理论,还为二语学业情绪干预提供了一定启示。

From the perspective of Positive Psychology(PP),the present study investigated 1307 Chinese Year-2 senior high school students’emotional intelligence(EI),emotions in English learning,and their relationships with English achievement.Data retrieved from a questionnaire survey,an English proficiency self-rating and test indicated that:(1)students had moderate levels of EI,enjoyment and anxiety,and a low level of burnout;however,they experienced significantly less enjoyment but more anxiety than their international counterparts;(2)small to medium correlations were found between each two of EI,enjoyment,anxiety,burnout,self-perceived and actual English achievement;(3)enjoyment,anxiety and burnout co-mediated the significant relationship between EI and English achievement.The findings not only support and enrich the control-value theory,but also provide pedagogical implications for L2 emotion intervention.