An Investigation of Chinese High School Students’ EI, English Writing Anxiety and Performance
- DOI
- 10.2991/978-2-494069-97-8_18How to use a DOI?
- Keywords
- High school student; Emotional Intelligence; anxiety; performance
- Abstract
The present study investigated 197 Chinese Year-2 senior high school students through a survey and analyzed the correlations between students’ EI, anxiety, and performance. Major findings were: (1) Chinese high school students’ EI and English writing performance are in the middle level, and they experience moderate writing anxiety; (2) EI is uncorrelated with English writing performance, which cannot predict it; (3) anxiety mediates EI and English writing performance. It is correlated with EI and performance negatively; (4) Cognitive anxiety is the only component of writing anxiety that can negatively predict writing performance. Thus, it is concluded that improving students’ EI could reduce their English writing anxiety and improve their performance.
- Copyright
- © 2023 The Author(s)
- Open Access
- Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.
Cite this article
TY - CONF AU - Wenjia He AU - Shiming Li AU - Yaodan Zhang PY - 2023 DA - 2023/02/13 TI - An Investigation of Chinese High School Students’ EI, English Writing Anxiety and Performance BT - Proceedings of the 2022 4th International Conference on Literature, Art and Human Development (ICLAHD 2022) PB - Atlantis Press SP - 139 EP - 145 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-494069-97-8_18 DO - 10.2991/978-2-494069-97-8_18 ID - He2023 ER -