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.

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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  -