The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout

With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains un...

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Bibliographic Details
Published inActa psychologica Vol. 248; p. 104353
Main Authors Zhang, Tingyu, Zhang, Ruohan, Peng, Ping
Format Journal Article
LanguageEnglish
Published Netherlands Elsevier B.V 01.08.2024
Elsevier
Subjects
Adolescent
Adult
Boredom
Burnout
Burnout, Psychological
China
EFL students
Emotional Intelligence - physiology
English language performance
Female
Humans
Language
Male
Multilingualism
Students - psychology
Trait emotional intelligence
Universities
Young Adult
China
Trait emotional intelligence
Boredom
EFL students
Burnout
English language performance
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Summary:With the wave of positive psychology in second language acquisition, more emotion factors are gaining scholarly attention. Despite extensive research on Trait Emotional Intelligence (TEI), burnout and boredom in English as a Foreign Language (EFL) studies, the interplay of these variables remains unknown and the related impact on EFL learner's English Language Performance (ELP) is still underexplored. Given this, in light of Control-Value Theory (CVT), the present study used a quantitative method to examine the mediating roles of boredom and burnout in the connection between TEI and ELP among Chinese university students engaged in EFL endeavor. Data were collected from 489 second-year EFL students. Structural equation modeling was utilized to analyze the relationships. Results revealed that TEI significantly influences ELP among Chinese EFL university students, through its correlation with both boredom and burnout. Higher levels of TEI are associated with reduced experiences of these negative states, which in turn are linked to improved language performance. These may imply that teacher educators should integrate emotional intelligence training into curricula and professional development to improve students' effectiveness and learning outcome.
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ISSN:0001-6918
1873-6297
1873-6297
DOI:10.1016/j.actpsy.2024.104353