毕业论文（设计）

English Academic Performance of College Students
大学生英语学习成绩

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A Study on the Relevance of Emotional Intelligence and English Academic Performance of College Students
大学生情商与英语成绩的相关性研究

ABSTRACT
抽象的

College students' emotional intelligence refers to their ability to understand, evaluate, and regulate both their own and others' emotions, enabling them to make effective decisions based on this understanding. This ability, primarily demonstrated in emotional management, develops gradually throughout their education and is closely tied to their learning and life experiences. Current research on college students' emotional intelligence focuses on assessing their levels, promoting mental health education, and exploring learning strategies. This study offers a new perspective by examining the correlation between students' emotional intelligence and their English learning performance. It investigates three key questions: the current emotional intelligence status among English major students, differences in emotional intelligence among students with varying English proficiency levels, and the correlation between emotional intelligence and English proficiency.
大学生的情商是指理解、评价和调节自己和他人情绪的能力，使他们能够根据这种理解做出有效的决策。这种能力主要表现在情绪管理上，在整个教育过程中逐渐发展，并与他们的学习和生活经历密切相关。当前大学生情商研究主要集中在评估大学生情商水平、推进心理健康教育、探索学习策略等方面。这项研究通过考察学生情商与其英语学习成绩之间的相关性，提供了一个新的视角。它调查了三个关键问题：英语专业学生的情商现状、不同英语水平学生情商的差异以及情商与英语水平的相关性。

The findings reveal a positive link between students' English proficiency and their overall emotional intelligence. Specifically, students with higher confidence levels tend to achieve better English learning outcomes, while those lacking confidence may perform less well. This close relationship between emotional intelligence and English proficiency hinges on students' effective self-assessment during the learning process.
研究结果表明，学生的英语水平与其整体情商之间存在正相关关系。具体来说，自信水平较高的学生往往会取得更好的英语学习成果，而缺乏自信的学生可能表现较差。情商与英语水平之间的密切关系取决于学生在学习过程中有效的自我评估。

This study aims to provide insights for enhancing college students' emotional intelligence and improving their English learning abilities.
本研究旨在为增强大学生情商、提高英语学习能力提供参考。

Key Words: emotional intelligence; English academic performance; language learning; emotional management abilities
关键词：情商；英语学习成绩；语言学习;情绪管理能力

大学生情绪智能和英语学业成绩的相关性研究

摘 要

大学生的情绪智力涵盖了他们理解、评估和调节自身及他人情绪状态的能力，以及基于此能力做出有效决策的能力。这种能力主要体现在管理情绪上，而这一能力在他们长期的教育过程中逐渐培养形成，并与学习和生活经验密切相关。目前，国内外对大学生情绪智力的研究主要集中在评估学生的情绪智力水平、推动大学生心理健康教育以及探索学习策略等方面。本研究通过分析大学生情绪智力与英语学习表现之间的相关性，为该领域的研究提供了新的视角。本研究聚焦于三个关键问题：英语专业学生的情绪智力现状如何；不同英语成绩组的学生在情商方面存在何种差异；以及情商与英语成绩之间的关联程度。

研究结果表明，学生的英语成绩与整体情商呈正相关。即，具备较高自信水平的学生往往表现出更好的英语学习成绩，而缺乏自信心的学生则可能表现出较差的英语学习成绩。学生的情商与其英语学习成绩之间的紧密相关性取决于他们在学习过程中对自身能力的有效监控和评估。

本研究旨在为提升大学生的情绪智力水平和改善其英语学习能力提供深入的理解和有益的见解。

关键词：情商；英语学习成绩；语言学习；情绪管理能力

Contents
内容

I. Introduction 1
一、简介1

II. Literature Review 2
二.文献综述2

2.1 Emotional Intelligence 2

2.1.1 Definitions of Emotional Intelligence 2
2.1.1 情商的定义2

2.1.2 Dimensions of Emotional Intelligence 4
2.1.2 情商的维度 4

2.1.3 Influencing factors of Emotional Intelligence 6
2.1.3 情商影响因素6

2.2 Previous Studies on Emotional Intelligence Abroad and at Home 8
2.2国内外情商研究现状8

2.2.1 Relevant Studies Abroad 8

2.2.2 Relevant Studies at Home 9
2.2.2国内相关研究9

Ⅲ. Research Design 10

3.1 Research Questions 10
3.1 研究问题 10

3.2 Research Subjects 11
3.2 研究课题11

3.3 Data Collection 11
3.3 数据收集11

3.4 Data Analysis 11

Ⅵ. Results and Discussions 12
Ⅵ.结果和讨论 12

4.1 Profile of Emotional Intelligence of English Majors 12
4.1 英语专业学生情商概况12

4.1.1 Situation of Emotionality 13
4.1.1情绪状况13

4.1.2 Situation of Self-control 15
4.1.2自我控制情况15

4.1.3 Situation of Sociability 16
4.1.3 社交情况16

4.2 Differences in Emotional Intelligence Between English Majors of Different English Achievement Groups 18
4.2 不同英语成绩群体的英语专业学生情商差异18

4.2.1 Differences in Emotionality 18
4.2.1 情感差异 18

4.2.2 Differences in Self-control 21
4.2.2 自我控制的差异 21

4.2.3 Differences in Sociability 24
4.2.3 社交能力的差异24

4.3 Relationship Between Emotional Intelligence and English Achievement of English Majors 26
4.3英语专业情商与英语成绩的关系26

4.3.1 Correlation Between Emotionality and English Achievement 26
4.3.1 情绪与英语成绩之间的相关性26

4.3.2 Correlation Between Self-control and English Achievement 27
4.3.2 自我控制力与英语成绩之间的相关性27

4.3.3 Correlation Between Sociability and English Achievement 28
4.3.3 社交能力与英语成绩之间的相关性28

4.4 Discussion 29
4.4 讨论29

Ⅴ. Conclusion 30

Bibliography 30

Acknowledgements 34

Appendix I 35

I. Introduction
一、简介

In the individual learning process, emotion is an important influencing factor. Since the 1970s, the rise of humanistic psychological theory has made students' personal emotional welfare a hot topic in language learning and education research. In English teaching, the emotional factor is an important emotional factor. Some negative emotions, such as anger, may hinder a person's language learning. On the contrary, positive emotion can create rich thinking and behavior materials for foreign language students.
在个体学习过程中，情绪是一个重要的影响因素。 20世纪70年代以来，人本主义心理学理论的兴起，使学生的个人情感福利成为语言学习和教育研究的热点话题。在英语教学中，情感因素是一个重要的情感因素。一些负面情绪，例如愤怒，可能会阻碍一个人的语言学习。相反，积极情绪可以为外语学生创造丰富的思维和行为素材。

In fact, positive emotion can help students better understand and comprehend English knowledge, to effectively improve students' English learning ability.
事实上，积极情绪可以帮助学生更好地理解和领悟英语知识，有效提高学生的英语学习能力。

At present, the research on emotional intelligence (EI hence forth) in our country is mainly psychology, pedagogy, and other disciplines. Emotional intelligence is the embodiment of individual personality, which is directly related to individual's study and life. However, most of the studies are based on individual factors, and do not consider individual learning achievement and gender and other aspects of emotional intelligence characteristics. However, there are few studies on the correlation between EI and learning achievement at home and abroad, but some studies have shown that there is a certain relationship between emotional intelligence and learning achievement(Fredrickson, B 359). Therefore, from the perspective of emotional intelligence, we conduct an in-depth analysis of the emotional problems in the process of English learning and put forward corresponding countermeasures on how to improve their English performance. From the perspective of positive psychology, this paper studies the emotional status of students in English learning and finds that emotional intelligence is complex correlated with language achievement.
目前，我国对情商（以下简称EI）的研究主要集中在心理学、教育学等学科。情商是个体人格的体现，与个体的学习、生活直接相关。然而，大多数研究都是基于个体因素，并没有考虑个体的学习成绩和性别等方面的情商特征。然而，国内外关于EI与学习成绩相关性的研究较少，但有研究表明情商与学习成绩之间存在一定的关系(Fredrickson, B 359)。因此，我们从情商的角度，对英语学习过程中的情绪问题进行深入分析，并就如何提高英语成绩提出相应的对策。本文从积极心理学的角度对学生英语学习中的情绪状态进行研究，发现情绪智力与语言成绩存在复杂的相关性。

The article begins with a literature review that clarifies the definition, dimensions, and influencing factors of emotional intelligence, while also comparing the current state and results of research in this field both domestically and internationally. Subsequently, the article details the research design, including the formulation of research questions, selection of research subjects, methods of data collection, and the data analysis process. In the results and discussion section, this study presents empirical data on the performance of English majors across various dimensions of emotional intelligence, explores the differences between students at different levels of English achievement, and examines the correlation between emotional intelligence and English achievement. The article concludes by summarizing the findings, emphasizing the importance of emotional intelligence in the field of education, and offering suggestions on how to cultivate students' emotional intelligence in educational practices.
文章首先通过文献综述，明确了情商的定义、维度和影响因素，同时比较了国内外该领域的研究现状和成果。随后，文章详细介绍了研究设计，包括研究问题的提出、研究对象的选择、数据收集方法以及数据分析过程。在结果和讨论部分，本研究提供了英语专业学生在情商各个维度上的表现的实证数据，探讨了不同英语成绩水平的学生之间的差异，并检验了情商与英语成绩之间的相关性。文章最后总结了研究结果，强调了情商在教育领域的重要性，并就如何在教育实践中培养学生情商提出了建议。

II. Literature Review
二.文献综述

This chapter starts with the definition of emotional intelligence, introduces the dimensions of emotional intelligence, further analyzes the influencing factors of emotional intelligence among college students, and then introduces a domestic and foreign literature review on the correlation between emotional intelligence and English academic performance among college students.
本章从情商的定义入手，介绍了情商的维度，进一步分析了大学生情商的影响因素，然后介绍了大学生情商与英语学习成绩相关性的国内外文献综述。学生。

2.1 Emotional Intelligence

Emotional Intelligence is not an innate trait but rather a set of skills that can be acquired and improved with practice and intention. The development of EI is crucial for adapting to social life and for achieving success in various domains, including personal relationships and professional environments. High EI contributes significantly to a person's ability to succeed in their studies, career, and broader life by enabling them to make more effective decisions, build stronger relationships, and navigate social complexities.
情商不是一种与生俱来的特质，而是一套可以通过练习和有意获得和提高的技能。情商的发展对于适应社会生活以及在人际关系和职业环境等各个领域取得成功至关重要。高情商使一个人能够做出更有效的决策、建立更牢固的关系并应对社会复杂性，从而对他们在学习、职业和更广泛的生活中取得成功的能力做出重大贡献。

2.1.1 Definitions of Emotional Intelligence
2.1.1 情商的定义

American psychologist A.M. Mitchell introduced the concept of "emotional intelligence" in 1966, he said: "Emotional intelligence is a person’s ability to detect, understand and regulate their own emotions and the emotions of others, and use their own emotions to regulate the emotions of others." The level of emotional intelligence directly affects whether a person can succeed in learning life, so high emotional intelligence is a basic quality that everyone should have. People with higher EI tend to be more successful. Therefore, it is necessary to know and understand the concept of EI. Emotional intelligence is mainly composed of the following three elements: first, self-awareness; Second, self-management; The third factor is self-motivation. While EI may determine the extent of a person's capabilities, EI plays a crucial role in determining their potential for success. Therefore, achieving success is closely tied to one's emotional intelligence. Emotional intelligence is a synthesis of intelligence factors and non-intelligence factors, including self-awareness, self-management, self-motivation, and many other components. Emotional intelligence, a term that has become a hot topic among psychologists in recent years, represents a concept different from intelligence and intelligence - emotional intelligence. This type of intelligence involves multiple aspects such as emotional management, willpower, and resilience when facing adversity. It not only reflects a person's inner wisdom, but also reflects their adaptability in social interaction and daily life.
美国心理学家 A.M.米切尔在1966年提出了“情商”的概念，他说：“情商是一个人发现、理解和调节自己的情绪和他人的情绪，并利用自己的情绪来调节他人情绪的能力。”情商的高低直接影响到一个人能否在学习生活中取得成功，所以高情商是每个人都应该具备的基本素质。 E 越高的人往往更成功。因此，有必要认识和理解E的概念。情商主要由以下三个要素组成：一是自我意识；二是自我意识。第二，自我管理；第三个因素是自我激励。虽然情商可以决定一个人的能力程度，但情商在决定他们成功的潜力方面起着至关重要的作用。因此，一个人的成功与否与情商密切相关。情商是智力因素和非智力因素的综合，包括自我意识、自我管理、自我激励等诸多组成部分。情商，这个近年来成为心理学家热门话题的术语，代表着一个不同于智力和智慧的概念——情商。这种智力涉及情绪管理、意志力、面对逆境时的应变能力等多个方面。它不仅体现了一个人内在的智慧，也体现了他们在社会交往和日常生活中的适应能力。

Emotional intelligence is seen as a comprehensive quality indicator that can accurately depict an individual's other side beyond intelligence. It is not only related to an individual's ability to control emotions, but also demonstrates decision-making and adaptability skills in dealing with complex situations. Emotional intelligence is not only a psychological ability, but also an ability that can be developed through training and practice. Compared to innate intelligence, emotional intelligence can be acquired and improved.
情商被视为一项综合素质指标，能够准确描绘个体智力之外的另一面。它不仅与个人控制情绪的能力有关，还表现出处理复杂情况的决策能力和适应能力。情商不仅是一种心理能力，更是一种可以通过训练和实践而发展起来的能力。与先天智力相比，情商是可以后天获得和提高的。

A study by Harvard University shows that the likelihood of personal success is closely related to the level of emotional intelligence. This study suggests that intelligence has a 60% impact on success, while emotional intelligence accounts for 40% of the total. This indicates that a person with high emotional intelligence is often more adept at handling both the workplace and daily life. They can not only accurately recognize and apply their emotional responses, but also better understand the emotions of others, thereby establishing trust and friendship.
哈佛大学的一项研究表明，个人成功的可能性与情商水平密切相关。这项研究表明，智力对成功有60%的影响，而情商则占40%。这表明情商高的人往往更善于处理职场和日常生活。他们不仅能准确地识别和运用自己的情绪反应，还能更好地理解他人的情绪，从而建立信任和友谊。

People with high emotional intelligence are good at controlling their emotions and know when and what actions to take to avoid the negative effects of emotional loss. They do not allow emotions to influence their judgments and behaviors, but are able to analyze the situation rationally and make the most appropriate decisions. Therefore, emotional intelligence is crucial for everyone, as it not only affects how we interact with others, but also determines whether we can maintain a calm and clear mind in the face of various challenges.
高情商的人善于控制自己的情绪，知道何时采取什么行动，以避免情绪失落带来的负面影响。他们不让情绪影响自己的判断和行为，而是能够理性地分析情况并做出最合适的决定。因此，情商对于每个人来说都至关重要，它不仅影响我们与他人的互动方式，也决定了我们面对各种挑战时能否保持冷静清晰的头脑。

People with high emotional intelligence are not born with these traits, but require continuous learning and practice in order to develop them. To improve emotional intelligence, the first step is to learn to manage one's own emotions, understand the emotions of others, and learn to think from the perspective of others. This way of thinking makes people more flexible when facing conflicts and difficulties, and more likely to find win-win solutions. Ultimately, whether for personal growth or to create harmonious interpersonal relationships, emotional intelligence is an indispensable part.
高情商的人并不是天生就有这些特质，而是需要不断学习和实践才能发展。提高情商，第一步就是学会管理自己的情绪，理解别人的情绪，学会站在别人的角度思考。这种思维方式使人们在面对冲突和困难时更加灵活，更容易找到双赢的解决方案。归根结底，无论是个人成长，还是营造和谐的人际关系，情商都是不可或缺的一部分。

In today's highly competitive society, emotional intelligence has become one of the important standards for measuring an individual's overall quality. People with good emotional intelligence undoubtedly have more opportunities in the workplace, are more popular in interpersonal communication, and can create a warm and harmonious atmosphere in family life. And all of this is based on whether we are willing to invest time to cultivate emotional intelligence and enhance our ability in emotional management. After all, life is not just about work and studies, but also about how to get along with people, how to feel the world, and how to find balance and happiness in it.
在当今竞争激烈的社会，情商已经成为衡量个人综合素质的重要标准之一。情商好的人无疑在职场上有更多的机会，在人际交往中更受欢迎，在家庭生活中更能营造温馨和谐的氛围。而这一切，都取决于我们是否愿意投入时间培养情商，提升自己的情绪管理能力。毕竟，生活不仅仅是工作和学习，还包括如何与人相处，如何感受世界，如何在其中找到平衡和快乐。

Therefore, to become a high EI person, we must first have the right self-awareness, self-management, self-motivation, and interpersonal skills. The cultivation of EI requires a good family environment, school environment and social environment. Family is the most important place for children to grow up, and school is the most important place for children to grow up.
因此，要成为一个高E的人，首先必须具备正确的自我意识、自我管理、自我激励和人际交往能力。 E的培养需要良好的家庭环境、学校环境和社会环境。家庭是孩子成长最重要的场所，学校是孩子成长最重要的场所。

2.1.2 Dimensions of Emotional Intelligence
2.1.2情商的维度

Goleman elaborated on the meaning, physiological mechanisms, the impact of emotions on humans, and cultivation of emotional intelligence in his book "Emotional Alliance". He defined "emotional intelligence" as "controlling the impulses of emotions, understanding the emotions of others, and handling various relationships (36)." Emotional potential is a regulatory force that determines all of our talents, including our innate intelligence. It has strong control over emotions, self-motivation, understanding of other people's emotions, and is good at interacting with others.
戈尔曼在其《情感联盟》一书中详细阐述了情感的意义、生理机制、对人类的影响以及情商的培养。他将“情商”定义为“控制情绪的冲动、理解他人的情绪、处理各种关系（36）”。情感潜力是一种调节力量，决定着我们所有的才能，包括我们与生俱来的智力。对情绪的控制力强，自我激励能力强，能理解别人的情绪，善于与人交往。

Goleman once again distinguished emotional skills from emotional intelligence in 1998. He said, "Emotional intelligence is an emotional intelligence that enables people to achieve excellent results in their work (48)." He pointed out that emotional intelligence is the potential that humans develop through learning, and this ability is based on emotional intelligence.
戈尔曼在1998年再次将情感技能与情商区分开来。他说，“情商是一种能够使人们在工作中取得优异成绩的情商（48）。”他指出，情商是人类通过学习而发展起来的潜力，而这种能力是建立在情商的基础上的。

From the perspective of emotional intelligence, domestic scholar Wang Xiaojun believes that emotional intelligence is a cognitive structure that is more appropriate. He divides emotional intelligence into emotional cognitive ability, social-emotional cognitive ability, emotional thinking ability, and emotional maturity monitoring ability. These four factors are further divided into two aspects: the basic evaluation level of emotions and the emotional control level. Zhang Jinfu and others have also made many meaningful attempts to study emotional intelligence. Emotional intelligence theory proposes that emotional intelligence is a subconscious psychological skill consisting of five elements: recognizing emotions, evaluating emotions, adapting to emotions, regulating emotions, and displaying emotional behavior.
从情商的角度来看，国内学者王晓军认为，情商是一种比较合适的认知结构。他将情商分为情绪认知能力、社会情绪认知能力、情绪思维能力、情绪成熟度监控能力。这四个因素又分为情绪的基本评价水平和情绪控制水平两个方面。张金福等人在情商研究上也做出了许多有意义的尝试。情商理论提出，情商是一种潜意识的心理技能，由识别情绪、评价情绪、适应情绪、调节情绪、表现情绪行为五个要素组成。

The Emotional Intelligence Scale was developed by Boyazis, Goleman, and Ray. They use a self-evaluation scale with 7 levels, including 4 factors and 20 emotional abilities. Subsequently, Boyatzis, Goleman, and others made multiple revisions to ECI, ultimately resulting in ECI2.0, also known as the ECI360 metric. Currently, most Chinese versions published in China have been revised.
情商量表由 Boyazis、Goleman 和 Ray 开发。他们使用7个级别的自我评价量表，包括4个因素和20个情绪能力。随后，Boyatzis、Goleman等人对ECI进行了多次修改，最终产生了ECI2.0，也称为ECI360指标。目前，国内出版的中文版本大部分已被修订。

The College Student Emotional Intelligence Scale was written by Xu Xiaoyan (293). Xu Yuanli developed the Emotional Intelligence Video Scale and Emotional Intelligence Self Reporting Scale based on the EQ comprehensive principle and developed corresponding measurement tools based on these measurement results (2004). Nevertheless, contemporary emotional research primarily centers around the comprehension or lack thereof of individual emotions, while there remains a dearth of systematic investigation into how emotional regulation impacts work performance. Based on Salovi and Meyer's concept of emotional intelligence, Huang and Lao extracted the concept of emotional intelligence from the Gross emotional intelligence model.
大学生情商量表由许晓燕（293）编写。徐元利根据情商综合原理开发了情商视频量表和情商自我报告量表，并根据这些测量结果开发了相应的测量工具（2004）。然而，当代情绪研究主要集中在对个体情绪的理解或缺乏理解上，而对于情绪调节如何影响工作绩效仍缺乏系统的研究。 Huang和Lao在Salovi和Meyer的情商概念的基础上，从Gross情商模型中提炼出了情商的概念。

English education is an emerging discipline. The domestic academic community has a certain understanding of this and has conducted relevant research. This article reviews the research results on emotional intelligence and English education both domestically and internationally in recent years, hoping to provide some useful insights for college English education.
英语教育是一门新兴学科。国内学术界对此已有一定认识并开展了相关研究。本文综述了近年来国内外关于情商与英语教育的研究成果，希望能为大学英语教育提供一些有益的启示。

2.1.3 Influencing Factors of Emotional Intelligence
2.1.3 情商影响因素

Many factors affect emotional intelligence, and the most common one is personal traits. The emotional intelligence level of different individuals varies, and this difference is related to certain traits of the individuals themselves. An instance of this would be an individual possessing an optimistic disposition, being adept at managing interpersonal connections, and adapting to their surroundings. Such individuals demonstrate a remarkable level of emotional intelligence when confronted with challenges or setbacks.; A person with a pessimistic personality may have a lower level of emotional intelligence due to psychological shadows. In addition, the social environment also has a certain impact on emotional intelligence. For example, in a family, the way parents cultivate and educate their children's emotional intelligence can affect their emotional intelligence level. Different social environments can affect students' ability to handle and solve problems in different contexts, thereby affecting their emotional intelligence level.
影响情商的因素有很多，其中最常见的是个人特质。不同个体的情商水平存在差异，这种差异与个体本身的某些特质有关。一个例子就是一个性格乐观、善于处理人际关系、适应周围环境的人。这些人在面临挑战或挫折时表现出卓越的情商水平。性格悲观的人可能会因为心理阴影而情商较低。此外，社会环境对情商也有一定的影响。例如，在一个家庭中，父母培养和教育孩子情商的方式会影响孩子的情商水平。不同的社会环境会影响学生在不同情境下处理和解决问题的能力，从而影响他们的情商水平。

As a key factor affecting emotional intelligence, this study pay special attention to the interaction between personality traits and emotional intelligence, that is, how specific personality traits affect an individual's emotional intelligence, social skills, and emotional regulation. The relationship can be direct, such as the different effects of extroverted and introverted traits on emotional expression; It can also be indirect, such as how responsibility orientation affects people's coping strategies in the face of stress. By delving into this series of questions, a deeper understanding can be gained regarding the impact of personality traits on an individual's performance within the realm of emotional intelligence. This, in turn, enables the provision of more targeted guidance and suggestions to individuals and educators.
作为影响情商的关键因素，本研究特别关注人格特质与情商之间的相互作用，即特定的人格特质如何影响个体的情商、社交技能和情绪调节。这种关系可以是直接的，比如外向和内向的特质对情绪表达的不同影响；它也可以是间接的，例如责任导向如何影响人们面对压力时的应对策略。通过深入研究这一系列问题，可以更深入地了解人格特质对个人在情商领域表现的影响。反过来，这可以为个人和教育工作者提供更有针对性的指导和建议。

Personality traits play a crucial role in the development of EI. Research suggests that an individual's level of emotional intelligence may be influenced by genetic factors. Certain personality traits, such as neuroticism, extroversion, or introversion, may be correlated with EI. Additionally, an individual's psychological stability, self-esteem, and self-awareness significantly impact the development of emotional intelligence. These traits and inherent characteristics may affect an individual's abilities in emotional recognition, expression, and management, shaping their level of emotional intelligence.
人格特质在情商的发展中起着至关重要的作用。研究表明，个人的情商水平可能会受到遗传因素的影响。某些性格特征，例如神经质、外向或内向，可能与 EI 相关。此外，个人的心理稳定性、自尊和自我意识也会显着影响情商的发展。这些特质和内在特征可能会影响个体的情绪识别、表达和管理能力，从而塑造其情商水平。

Additionally, an individual's psychological stability, self-esteem, and self-awareness significantly impact the development of emotional intelligence. These traits and inherent characteristics may affect an individual's abilities in emotional recognition, expression, and management, shaping their level of emotional intelligence. In discussing the impact of the family environment on emotional intelligence, the study utilized the Trait Emotional Intelligence Questionnaire (TEIQue) with 13 items and its simplified version, TEIQue-ASF, designed for adolescents aged 12-18. The study aimed to assess adolescents' emotional intelligence levels (Harald et al. 7).
此外，个人的心理稳定性、自尊和自我意识也会显着影响情商的发展。这些特质和内在特征可能会影响个体的情绪识别、表达和管理能力，从而塑造其情商水平。在讨论家庭环境对情商的影响时，研究采用了针对12-18岁青少年的特质情商问卷（TEIQue），共有13个项目及其简化版本TEIQue-ASF。该研究旨在评估青少年的情商水平（Harald 等人 7）。

Furthermore, the educational system and societal environment are crucial factors influencing emotional intelligence. School education and social support provide opportunities for individuals to undergo emotional intelligence training and development, significantly impacting EI enhancement. Li Chengchen's research indicates a correlation between students' emotional intelligence levels and the emotions they exhibit in the classroom environment. This encompasses the notion that students with high emotional intelligence are more adept at managing their emotional experiences in the classroom, thereby fostering a conducive environment for learning and exhibiting a greater prevalence of positive emotions.
此外，教育制度和社会环境是影响情商的关键因素。学校教育和社会支持为个人提供了接受情商训练和发展的机会，对情商的提高有显着影响。李成辰的研究表明，学生的情商水平与他们在课堂环境中表现出的情绪之间存在相关性。这包括这样一种观念，即高情商的学生更善于在课堂上管理自己的情绪体验，从而营造一个有利的学习环境并表现出更普遍的积极情绪。

Social interaction and interpersonal relationships are crucial for shaping emotional intelligence. How individuals handle and respond to interactions with others affects their level of emotional intelligence. Skills in communication, cooperation, and conflict resolution play a vital role in cultivating and enhancing emotional intelligence. Additionally, cultural factors significantly influence emotional intelligence. Different cultural backgrounds lead to variations in emotional expression, emotional communication, and emotion management, shaping individual characteristics of emotional intelligence. In the study by Dewaele, Petrides, & Furnham on the relationship between EI and social anxiety, it is suggested that there may be a certain connection between EI and social anxiety (Dewaele et al. 4). This relationship may reflect an individual's abilities in emotional recognition, expression, and emotion regulation during social interactions, influencing the regulation of social anxiety.
社交互动和人际关系对于塑造情商至关重要。个人如何处理和回应与他人的互动会影响他们的情商水平。沟通、合作和解决冲突的技能对于培养和提高情商起着至关重要的作用。此外，文化因素显着影响情商。不同的文化背景导致情绪表达、情绪沟通、情绪管理的差异，塑造个体情商特征。 Dewaele、Petrides和Furnham在EI与社交焦虑关系的研究中提出EI与社交焦虑之间可能存在一定的联系（Dewaele等4）。这种关系可能反映了个体在社交互动过程中情绪识别、表达和情绪调节的能力，影响社交焦虑的调节。

These factors collectively influence the development and manifestation of emotional intelligence. Individual behavior and emotional responses in different situations are influenced by various factors, which significantly impact an individual's level of emotional intelligence. A comprehensive understanding of these factors is crucial for comprehending the development and enhancement of emotional intelligence.
这些因素共同影响情商的发展和表现。个体在不同情境下的行为和情绪反应受到多种因素的影响，从而显着影响个体的情商水平。全面了解这些因素对于理解情商的发展和提高至关重要。

2.2 Previous Studies on Emotional Intelligence Abroad and at Home
2.2 国内外情商研究现状

This section aims to gain insights into the definition, measurement, and influencing factors of emotional intelligence by reviewing international journals, academic conference papers, and reports from esteemed foreign research institutions. Referencing both domestic and international research statuses will contribute to forming a reliable theoretical foundation for this study.
本部分旨在通过回顾国际期刊、学术会议论文以及国外知名研究机构的报告，深入了解情商的定义、测量和影响因素。参考国内外研究现状将有助于为本研究奠定可靠的理论基础。

2.2.1 Relevant Studies Abroad

The term emotional intelligence first appeared in 1964 when Fredrickson, a member of the University Psychology Department at Columbia University, and Michael Beldoch, a clinical professor of psychiatric psychology, coined it in the article "Communicating Emotional Meaning" (1367).
情商一词首次出现于 1964 年，当时哥伦比亚大学心理学系成员 Fredrickson 和精神病心理学临床教授 Michael Beldoch 在《沟通情感意义》（1367）一文中创造了这个词。

Emotional intelligence was introduced by Mayer and Salovey in the 1990s. Since then, scholars in China and abroad have elaborated on the concept of emotional intelligence from different perspectives, as follows. According to Mayer & Salovey, emotional intelligence is the ability to monitor feelings and emotions in oneself and others, identify them, and use this information to guide one’s thinking and behavior (Mayer and Salovey 5). It can be seen that they explain emotional intelligence in terms of "ability". They later update their definition to refer to the ability to identify emotions and their relationships, and to reason and solve problems based on them (Mayer et al. 39), which tends to be interpreted in terms of individual problem solving, again emphasizing the “ability” property of emotional intelligence.
情商由 Mayer 和 Salovey 在 20 世纪 90 年代提出。此后，国内外学者从不同角度对情商的概念进行了阐述，如下。根据 Mayer 和 Salovey 的说法，情商是监控自己和他人的感受和情绪、识别它们并利用这些信息来指导自己的思维和行为的能力（Mayer 和 Salovey 5）。可见，他们用“能力”来解释情商。他们后来更新了定义，指的是识别情绪及其关系，并据此推理和解决问题的能力（Mayer 等人，39），这往往被解释为个人问题解决，再次强调“能力”是情商的属性。

Bar-On considers emotional intelligence as a set of non-cognitive abilities, competencies and skills that influence one’s success in coping with environmental demands and stresses, which tends to be interpreted in terms of the individual’s response to the environment. Explaining emotional intelligence is a set of “abilities”, “competencies” and “skills”(2000). This definition tends to be interpreted from the perspective of personal emotion management, emphasizing the purposive nature of the emotional intelligence, considering it as an “ability”. Petrides further deepens the definition by summarizing two types of emotional intelligence, namely trait emotional intelligence (trait EI) and ability emotional intelligence (ability EI) (Petrides 4). Trait EI is an emotion-related self-perception that can be measured by self-report, while ability EI is an emotion-related cognitive ability that should be measured by the maximum performance test (Harald et al. 7). This concept breaks away from the “ability” property assigned to emotional intelligence in previous studies and adds a “trait” property to it, which has led to many empirical studies ( Dewaele and Petrides 4).
巴昂认为情商是一组非认知能力、能力和技能，影响一个人能否成功应对环境要求和压力，这往往被解释为个人对环境的反应。解释情商是一组“能力”、“能力”和“技能”（2000）。这个定义倾向于从个人情绪管理的角度来解释，强调情商的目的性，将其视为一种“能力”。 Petrides进一步深化了定义，总结了两种情商，即特质情商（trait EI）和能力情商（ability EI）（Petrides 4）。特质EI是一种与情绪相关的自我认知能力，可以通过自我报告来衡量，而能力EI是一种与情绪相关的认知能力，应该通过最大表现测试来衡量（Harald等人7）。这一概念脱离了以往研究中赋予情商的“能力”属性，并为其添加了“特质”属性，从而引发了许多实证研究（Dewaele和Petrides 4）。

Studies have shown that, although no causal relationship has been shown, people with higher EI have higher mental health, job performance, and leadership skills, and that such findings are likely to be attributable to general intelligence and specific personality traits rather than emotional intelligence (Parisa Abdolrezapour 2013). Therefore, this study will focus on emotional intelligence on personal achievement, taking English performance as an example, to investigate and suggest relative countermeasures to improve the improvement aspect of emotional intelligence on the side of college students' English performance from a practical point of view.
研究表明，虽然没有显示因果关系，但情商较高的人具有较高的心理健康、工作绩效和领导技能，而且这些发现很可能归因于一般智力和特定的人格特质，而不是情商。帕里莎·阿卜杜勒雷扎普尔 2013）。因此，本研究将围绕情商对个人成就的影响，以英语成绩为例，从实践的角度探讨提高情商对大学生英语成绩的改善方面并提出相关对策。

 2.2.2 Relevant Studies at Home
2.2.2 国内相关研究

According to Xu Yuanli, emotional intelligence is the ability to process emotional information and solve emotional problems. A study conducted by Yu Weihua revealed a significant correlation between students' emotional intelligence, foreign language learning anxiety, and English learning performance (Yu Weihua 656-657). This finding indicates that individuals with elevated emotional intelligence tend to experience reduced foreign language learning anxiety, attain greater language proficiency, and achieve higher academic accomplishments in English. This supports the view that emotional intelligence plays a crucial role in foreign language learning outcomes. On this basis, Li Chengchen's research further elucidates the complex relationship between emotional intelligence and English performance (12). Through investigation, they found that happiness, anxiety, and fatigue are multiple parallel mediating factors that link emotional intelligence with English proficiency.
徐元礼认为，情商是处理情绪信息、解决情绪问题的能力。余伟华的一项研究表明，学生的情商、外语学习焦虑和英语学习成绩之间存在显着相关性（余伟华656-657）。这一发现表明，情商较高的人往往会减少外语学习焦虑，获得更高的语言能力，并在英语方面取得更高的学术成就。这支持了情商对外语学习成果起着至关重要作用的观点。在此基础上，李承辰的研究进一步阐明了情商与英语表现之间的复杂关系（12）。通过调查，他们发现快乐、焦虑和疲劳是将情商与英语水平联系起来的多个平行中介因素。

Song Xueke and Chen Rongquan (2016) took 478 non-English major university students as their study subjects. They found that students generally have not yet identified with the English language, and the intensity of English learning motivation is generally low. Wang Zhen and Jiang Yan (2021) organized 115 non-English major students as their survey subjects and found that students’ English self-efficacy did not reach a high level. Besides, learning anxiety and learning burnout were at a medium level. All these negative emotions related to emotional intelligence affect English learning, which shows that English classroom teaching in China still needs to pay attention to the cultivation of emotional intelligence levels and should promote improving English achievement by enhancing students’ emotional intelligence levels. It is encouraged that educators foster students' self-motivation, prioritize the cultivation of positive emotions during English learning, and enhance overall well-being throughout the learning journey(Yu Weihua 730). These studies collectively emphasize the importance of emotional intelligence in shaping language learning experiences and outcomes, paving the way for future in-depth research on the correlation between emotional dimensions of emotional intelligence and English performance.
宋学科和陈荣泉(2016)以478名非英语专业大学生为研究对象。他们发现，学生普遍对英语还没有认同，英语学习动机强度普遍较低。王震和姜岩（2021）组织了115名非英语专业学生作为调查对象，发现学生的英语自我效能感并未达到较高水平。此外，学习焦虑和学习倦怠处于中等水平。这些与情商相关的负面情绪都影响英语学习，这说明我国英语课堂教学仍需注重情商水平的培养，应通过提升学生情商水平来促进英语成绩的提高。鼓励教育工作者培养学生的自我激励，在英语学习过程中优先培养积极情绪，并在整个学习过程中增强整体幸福感（于卫华730）。这些研究共同强调了情商在塑造语言学习经历和结果方面的重要性，为未来深入研究情商情感维度与英语表现之间的相关性铺平了道路。

Ⅲ. Research Design

This section introduced the research questions guiding this study, the design methods employed, and the analysis of the obtained data. The study utilizes both qualitative and quantitative research tools. Quantitative tools are employed to gather information regarding emotional intelligence. Meanwhile, qualitative tools are utilized to extract English language scores from students' final grades in four language competencies: listening, reading, writing, and speaking.
本节介绍了指导本研究的研究问题、采用的设计方法以及对所获得数据的分析。该研究利用定性和定量研究工具。采用定量工具来收集有关情商的信息。同时，利用定性工具从学生四种语言能力（听、读、写、说）的最终成绩中提取英语语言分数。

3.1 Research Questions
3.1 研究问题

To examine the correlation between emotional intelligence and English performance among English major students, this study addresses the following three research questions:
为了检验英语专业学生情商与英语表现之间的相关性，本研究解决了以下三个研究问题：

(1) What is the current status of emotional intelligence among college English major students?
（1）大学英语专业学生的情商现状如何？

(2) What differences exist in emotional intelligence among English major students in different English achievement groups?
（2）不同英语成绩组的英语专业学生情商存在哪些差异？

(3) What is the relationship between emotional intelligence and English achievement?
（3）情商与英语成绩之间有什么关系？

3.2 Research Subjects
3.2 研究对象

The subject of this study is second-year English major students, who are grouped according to their English grades, mainly focusing on their emotional intelligence levels under different English grades.
本研究的对象是英语专业二年级学生，按照英语成绩进行分组，主要关注不同英语成绩下的情商水平。

3.3 Data Collection
3.3 数据收集

To comprehensively examine the influence of emotional intelligence on English learning outcomes among college students, this study employed a rigorous multiple regression analysis technique to explore the statistical relationship between the two factors. In the process of data analysis, the author used SPSS software, a powerful tool, to perform meticulous processing and screening to ensure the accuracy and reliability of the obtained data. Through this method, the author can explore the mechanism by which emotional intelligence affects the academic performance of college students in English from multiple perspectives and levels, providing important empirical support for subsequent research in related fields.
为了全面考察情商对大学生英语学习成果的影响，本研究采用严格的多元回归分析技术来探讨两个因素之间的统计关系。在数据分析过程中，作者利用SPSS软件这一强大工具进行了细致的处理和筛选，保证了所获得数据的准确性和可靠性。通过该方法，作者可以从多个视角、多个层面探讨情商影响大学生英语成绩的机制，为后续相关领域的研究提供重要的实证支持。

3.4 Data Analysis

All questionnaires are coded with the aid of the Statistical Package of Social Sciences (SPSS， Version 27). The initial segment of the emotional intelligence questionnaire employs a five-point Likert scale, spanning from "strongly disagree" (1 point) to "strongly agree" (5 points). Scores for reverse questions are processed. A higher total score indicates a higher level of emotional intelligence, and vice versa. In the English achievement section that follows, higher scores indicate better English achievement, and vice versa.
所有问卷均借助社会科学统计软件包（SPSS，第27版）进行编码。情商问卷的初始部分采用李克特五点量表，从“非常不同意”（1 分）到“非常同意”（5 分）。处理反向问题的分数。总分越高表明情商水平越高，反之亦然。在接下来的英语成绩部分，分数越高表示英语成绩越好，反之亦然。

By the degree of freedom gives the data in the "mean square" column. The F value is the mean square between groups (regression) divided by the mean square within the group (residual difference). From the results, the probability level p is less than the significance level of 0.05, indicating that this regression model has statistical significance at the significance level of 0.05.
通过自由度给出“均方”列中的数据。 F 值是组间均方（回归）除以组内均方（残差）。从结果来看，概率水平p小于显着性水平0.05，表明该回归模型在显着性水平0.05下具有统计显着性。

Ⅵ. Results and Discussions
Ⅵ.结果与讨论

This section of the study will concentrate on exploring the emotional intelligence attributes exhibited by English major students, to gain a comprehensive understanding of its influence on their academic performance in English. Before delving into the dimensions of emotional intelligence, it is necessary to outline its significance in language learning and communication. The development and application of emotional intelligence play a crucial role in language learning and practice. Therefore, conducting an in-depth investigation into emotional factors can help uncover the potential influence of emotional intelligence on English academic performance.
本部分研究将集中探讨英语专业学生所表现出的情商属性，以全面了解其对其英语学业成绩的影响。在深入研究情商的维度之前，有必要概述一下它在语言学习和交流中的意义。情商的发展和应用在语言学习和实践中起着至关重要的作用。因此，深入研究情绪因素有助于揭示情绪智力对英语学习成绩的潜在影响。

4.1 Profile of Emotional Intelligence of English Majors
4.1 英语专业学生情商概况

To obtain an overview of the current state of emotional intelligence, descriptive statistics will be presented in the following tables. Subsequently, the detailed information of each dimension will be presented one by one.
为了概述当前情绪智力的状态，描述性统计数据将在下表中列出。随后，将一一呈现各个维度的详细信息。

Table 4-1 Profile of Emotional Intelligence of English Majors
表4-1 英语专业学生情商概况

Note : Since the scale have clear criteria for the total score of EI, the traditional mean value per item is not included here.
注：由于该量表对EI总分有明确的标准，因此这里不包括传统的每项平均值。

According to Shao et al. (2013) and Yu et al. (2015), in the Trait Emotional Intelligence Questionnaire (Short Version), a total score between 0 and 89 indicates an underdeveloped emotional intelligence, total score between 90 and 149 denotes a moderately developed emotional intelligence, and total score between 150 and 210 signals a well-developed emotional intelligence.
据邵等人介绍。 （2013）和Yu等人。 (2015)，在特质情商问卷(简版)中，总分在0到89之间表示情商不发达，总分在90到149之间表示情商中等发展，总分在150到210之间表示情商不发达。良好的情商。

Table 4-1 shows the overall picture of the emotional intelligence of English major college students. Overall, the mean value is 132.36 and the standard deviation is 18.44. The mean value is slightly lower than those in the previous study of Li Chengchen (2018), (Freudenthaler et al. 2018) , indicating that English major college students have a moderate level of emotional intelligence. In detail, well-being has the highest mean value (M = 4.91), which resonates with the research of Chen Ziyan (2023), indicating that students have high self-esteem, trait happiness, and trait optimism. In addition, emotionality has the second highest mean value (M = 4.50), followed by independent facets (M = 4.30) and sociability (M = 4.28). Self-control has the lowest mean value (M = 4.26), which again corresponds to the findings of Chen Ziyan (2023). In conclusion, well-being and emotionality are in higher condition compared to independent facet, sociability, and self-control.
表4-1显示了英语专业大学生情商的总体情况。总体而言，平均值为 132.36，标准差为 18.44。均值略低于李成辰（2018）之前的研究（Freudenthaler et al. 2018），表明英语专业大学生的情商处于中等水平。具体而言，幸福感的均值最高（M = 4.91），这与陈子彦（2023）的研究相吻合，表明学生具有较高的自尊、特质幸福和特质乐观。此外，情绪性的平均值第二高（M = 4.50），其次是独立方面（M = 4.30）和社交性（M = 4.28）。自我控制的平均值最低（M = 4.26），这再次与陈子彦（2023）的研究结果相符。总之，与独立性、社交性和自控力相比，幸福感和情绪性处于较高水平。

Overall, the analysis shows that the overall level of students’ emotional intelligence is not favorable. However, the dimension of well-being receives good feedback. To explore the deeper results and find the hidden reasons, the author conducts the following work.
总体来看，分析表明，学生的情商整体水平并不理想。然而，幸福感维度却得到了良好的反馈。为了探究更深层次的结果并找到隐藏的原因，作者进行了以下工作。

4.1.1 Situation of Emotionality
4.1.1 情绪情况

The dimension of emotionality includes emotion perception, trait empathy, emotion expression, and relationships. Frequency analysis reflects the distribution characteristics of the data and provides an initial understanding and judgment of the data to be analyzed. The data frequency analysis of the emotional situation is presented as follows.
情绪维度包括情绪感知、特质同理心、情绪表达和关系。频数分析反映了数据的分布特征，提供了对待分析数据的初步理解和判断。情绪情境的数据频率分析如下。

Table 4-2: Situation of Emotionality
表4-2：情绪情况

Note: (-) means reverse-stated question.
注：(-)表示反问句。

Item 1 (It is easy for me to talk to others about my feelings.)
第 1 项（我很容易与别人谈论我的感受。）

Item 2 (I often find it difficult to think in the position of others.)
第 2 条（我经常发现很难站在别人的立场思考。）

Item 8 (I find it hard to figure out what exactly I am feeling.)
第 8 条（我发现很难弄清楚我到底感受到了什么。）

Item 13 (Sometimes people close to me will complain that I treat them badly.)
第 13 条（有时与我关系密切的人会抱怨我对他们不好。）

Item 16 (I don’t know how to show care to someone close to me.)
第 16 条（我不知道如何关心我身边的人。）

Item 17 (I can put myself in the shoes of others.)
第 17 条（我可以设身处地为别人着想。）

Item 23 (I often pay attention to my emotions.)
第23条（我经常注意自己的情绪。）

Item 28 (Sometimes, I wish I could improve my relationships with people close to me.)
第 28 条（有时，我希望能够改善与亲近的人的关系。）

Table 4-2 shows the students’ emotionality scores results, and Item 2, Item 8, Item 13, Item 16, and Item 28 are the reverse-stated items. Among the positive-stated topics, the highest mean value is Item 17 (M = 5.13), followed by Item 23 (M = 5.08) and Item 1 (M = 4.81). They are all above the median 4, that is, slightly above the average level. Among the reverse-stated items, the lowest mean is Item 2 (M = 3.24), followed by Item 13 (M = 3.54), Item 8 (M = 4.03), Item 16 (M = 4.22) and Item 28(M = 5.52). Among them, Item 2 and Item 13 are below the median 4, indicating below the average. Item 8, Item 16, and Item 28 are above the median 4 which is above the average. In terms of standard deviation, Item 16 is the highest (SD = 1.69) while Item 23 and Item 28 are the lowest (SD = 1.11).
表4-2显示了学生的情绪得分结果，第2项、第8项、第13项、第16项和第28项是反向陈述的项目。在积极表述的主题中，平均值最高的是项目 17 (M = 5.13)，其次是项目 23 (M = 5.08) 和项目 1 (M = 4.81)。它们都在中位数4以上，即略高于平均水平。在相反陈述的项目中，平均值最低的是项目 2 (M = 3.24)，其次是项目 13 (M = 3.54)、项目 8 (M = 4.03)、项目 16 (M = 4.22) 和项目 28(M = 4.22)。 5.52）。其中，第2项和第13项低于中位数4，表明低于平均水平。第 8 项、第 16 项和第 28 项均高于中位数 4，即高于平均水平。就标准差而言，第 16 项最高（SD = 1.69），而第 23 项和第 28 项最低（SD = 1.11）。

In detail, Item 1 is agreed by 64.4% of the research subjects, meaning that most of them think it is easy for them to talk to others about their emotions. However,20.5% of the participants do not feel it is easy for others to talk about their feelings while 15.2% show uncertainty about this. Item 2 is a reverse question. 21.5% of the subjects believe that they often find it difficult to put themselves in other people’s shoes. In contrast, 60.7% of the subjects do not consider it hard to stand in others’ positions, i.e. most of the subjects think they can think in other places. Besides, 17.8% of the learners are not sure about this. Item 8 is a reverse-stated question. 42.3% of learners think that it is difficult for them to understand their feelings. In contrast,36.7% of learners can perceive their own feelings. 21.1% show uncertainty about this. Item 13 is also a reverse question, with 30.7% of students believing that sometimes people close to them complain about the way they are treated. However, more than half of the students, up to 51.5%, think they have not received the complaint. Besides, 17.8% of the students are not sure about this. 
具体来说，第1项得到了64.4%的研究对象的同意，这意味着他们中的大多数人认为他们很容易与他人谈论自己的情绪。然而，20.5%的参与者认为别人很难谈论自己的感受，而15.2%的参与者对此表示不确定。第 2 项是逆向问题。 21.5% 的受访者认为，他们经常发现很难设身处地为他人着想。相比之下，60.7%的被试认为站在别人的立场上并不困难，即大多数被试认为自己可以换位思考。此外，还有17.8%的学习者对此表示不确定。第 8 项是反向陈述问题。 42.3%的学习者认为自己很难理解自己的感受。相比之下，36.7%的学习者能够感知自己的感受。 21.1%的人对此表示不确定。第13项也是一个反向问题，30.7%的学生认为有时与他们关系密切的人会抱怨他们受到的对待方式。然而，超过一半的学生（高达51.5%）认为自己没有收到投诉。此外，还有17.8%的学生对此表示不确定。

4.1.2 Situation of Self-control
4.1.2 自我控制情况

The dimension of self-control includes emotion regulation, stress management, and low impulsiveness. The data frequency analysis on the self-control situation is presented as follows as shown in Table 4-3.
自我控制的维度包括情绪调节、压力管理和低冲动。自我控制情况数据频率分析如下表4-3所示。

The ability of self-control is mainly reflected in cognitive behavioral control, which is closely related to general cognitive ability and emotional intelligence. Cognitive behavioral control is a series of psychological and behavioral responses that an individual adopts to their own and external stimuli. It is an essential ability in a person's learning, life, work, and social interactions. If a person cannot effectively control their words and actions, and cannot plan their actions reasonably, then they will find it difficult to achieve success. This study used two dimensions of "self-control" and "self-regulation" for measurement, and explored significant differences in self-control among college students through a one-way analysis of variance.
自我控制能力主要体现在认知行为控制上，与一般认知能力和情绪智力密切相关。认知行为控制是个体对自身和外部刺激采取的一系列心理和行为反应。它是一个人的学习、生活、工作和社会交往中必不可少的能力。一个人如果不能有效地控制自己的言行，不能合理地规划自己的行动，那么他就很难获得成功。本研究采用“自我控制”和“自我调节”两个维度进行测量，通过单因素方差分析探讨大学生自我控制的显着差异。

Table 4-3: Situation of Self-control
表4-3：自我控制情况

Note: (-) means reverse-stated question.
注：(-)表示反问句。

Item 4 (I find it hard to control my emotions.)
第 4 条（我发现很难控制自己的情绪。）

Item 7 (I often give up on my own ideas.)
第 7 条（我经常放弃自己的想法。）

Item 15 (I can cope with stress.)
第 15 项（我能应对压力。）

Item 19 (I can control my anger if I have the willingness to do so.)
第 19 条（如果我愿意的话，我可以控制自己的愤怒。）

Item 22 (Sometimes I get involved in things that I will regret later.)
第22条（有时我会做一些事后会后悔的事情。）

Item 30 (Other people think I am relaxed.)
第 30 条（其他人认为我很放松。）

In qualitative research, as the dimension with the lowest mean, the answers from interviewees also prove the case. Subject A mentions “My self-control ability is not strong, I often suffer from not getting better grades in English, which leads me to be in a bad mood, however, I have no control over it”. Subject B proves that “I am not good at controlling my emotions and sometimes I get irritated by too much homework and too many exams”. Generally speaking, students feel that their self-control still needs improving because they suffer from an inability to control their emotions when they have difficulty improving their grades, taking exams, and finishing homework. Overall, firstly, the situation is concerning in terms of emotional regulation.
在定性研究中，作为均值最低的维度，受访者的回答也证明了这一点。受试者A提到“我的自控能力不强，经常因为英语成绩不好而导致心情不好，但又无法控制”。受试者B证明“我不善于控制自己的情绪，有时我会因为太多的作业和太多的考试而烦躁”。一般来说，学生觉得自己的自控力还有待提高，因为在成绩提高、考试、完成作业等方面遇到困难时，他们无法控制自己的情绪。总体而言，首先，情绪调节方面的情况令人担忧。

Nearly half of the learners find it difficult to control their emotions, and many students often give up their thoughts. Secondly, in terms of stress management, the situation is promising. More than half of the students believe that they can cope with their stress and live their lives in a relaxed way. Thirdly, in terms of impulse reduction, the picture is a bit more complicated. On the one hand, most students feel they can control their anger. However, on the other hand, most students have difficulty in controlling their involvement in things that they will later regret. The status quo shows contradictory features. From the interviews, we can learn that having difficulty improving their grades, taking exams, and finishing homework may be the reasons underlying the situation.
近一半的学习者难以控制自己的情绪，很多学生经常放弃自己的想法。其次，在压力管理方面，情况是有希望的。超过一半的学生认为他们可以应对压力并以轻松的方式生活。第三，在减少冲动方面，情况有点复杂。一方面，大多数学生觉得他们可以控制自己的愤怒。然而，另一方面，大多数学生很难控制自己参与那些事后会后悔的事情。现状呈现出矛盾的特征。从访谈中我们可以看出，成绩提高、考试困难、作业完成困难可能是造成这种情况的原因。

4.1.3 Situation of Sociability
4.1.3 社交情况

The dimension of sociability includes assertiveness, emotion management, and social awareness. The data frequency analysis of the sociability situation is presented as follows shown in Table 4-4.
社交性的维度包括自信、情绪管理和社会意识。社交状况的数据频率分析如下表4-4所示。

Social support refers to the relationship between individuals and others, which is an important factor affecting the mental health and personality development of college students. The social support status of college students affects their mental health and personality development, which directly affects their English academic performance. There are significant differences in the social support status of students from different regions of origin.
社会支持是指个人与他人之间的关系，是影响大学生心理健康和人格发展的重要因素。大学生的社会支持状况影响其心理健康和人格发展，进而直接影响其英语学习成绩。不同地区学生的社会支持状况存在显着差异。

Table 4-4: Situation of Sociability
表 4-4：社交情况

Note: (-) means reverse-stated question.
注：(-)表示反问句。

Item 6 (I am good at getting along with others.)
第 6 条（我善于与人相处。）

Item 10 (I find it hard to assert my rights.)
第 10 条（我发现很难维护我的权利。）

Item 11 (If I want to make others feel better, I can do it.)
第 11 条（如果我想让别人感觉更好，我可以做到。）

Item 21 (I consider myself to be a good negotiator.)

Item 25 (I habitually give up my point of view even when I know I am right.)
第 25 条（即使我知道自己是对的，我也会习惯性地放弃自己的观点。）

Item 26 (I am not able to change the feelings of others.)
第26条（我无法改变别人的感受。）

In qualitative research, as the dimension with the second lowest mean, the interviews shed light on the reasons behind the status quo. Subject A says, “Sometimes it’s not very good. When my partner and I were doing English group homework, we quarrel because of disagreement, which later led to poor grades in our group”. Subject B notes that “It is accompanied by ups and downs. Sometimes when I ask people for help, some of them do not help me but brag about how excellent they are at English, which makes me resentful of socializing in an English learning context”. In general, socialization with study partners and classmates is the main reason for the current state of sociability.
在定性研究中，作为均值第二低的维度，访谈揭示了现状背后的原因。对象 A 说：“有时不太好。我和伙伴在做英语小组作业时，因为意见不合而吵架，导致后来我们小组的成绩很差。”受试者 B 指出，“它伴随着起起落落。有时当我向别人寻求帮助时，他们中的一些人不但不帮助我，反而吹嘘自己的英语有多出色，这让我对在英语学习环境中进行社交活动感到不满。”总体而言，与学习伙伴和同学的社交是造成当前社交状态的主要原因。

Overall, firstly, assertiveness and decisiveness present a complex picture. Nearly half of the learners find it difficult to assert their rights and easily give up their opinions. This indicates that learners need to improve Indecisiveness. Secondly, emotion management is complex, with most learners believing that they can bring good feelings to others, but nearly half of the learners report that they can hardly change the negative feelings of others. Thirdly, social awareness is favorable, with most learners believing they are good at getting along with others and have good communication skills. Based on the interview, the hidden reasons include difficulties in socializing with study partners and classmates during English learning.
总体而言，首先，自信和果断呈现出一幅复杂的画面。近一半的学习者发现很难维护自己的权利，很容易放弃自己的意见。这表明学习者需要改善优柔寡断。其次，情绪管理是复杂的，大多数学习者认为自己可以给他人带来良好的情绪，但近一半的学习者表示自己很难改变他人的负面情绪。第三，社会意识良好，大多数学习者认为自己善于与人相处，有良好的沟通能力。访谈显示，隐藏的原因包括在英语学习过程中与学习伙伴和同学交往的困难。

4.2 Differences in Emotional Intelligence Between English Majors of Different English Achievement Groups
4.2 不同英语成绩组英语专业学生情商差异

Before delving into a detailed analysis of specific dimensions of emotional intelligence among English majors, it is essential to underscore the overarching significance of emotional competence in language learning outcomes. Emotional intelligence, encompassing aspects such as emotion perception, empathy, and emotion regulation, plays a pivotal role in shaping students' linguistic proficiency and communicative effectiveness. Thus, understanding the differential levels of emotional intelligence across various English achievement groups provides valuable insights into the interplay between affective factors and language learning success. With this contextual understanding in mind, we proceed to examine the nuanced differences in emotionality among English majors of different English achievement levels.
在深入分析英语专业学生情绪智力的具体维度之前，有必要强调情绪能力在语言学习成果中的总体重要性。情商包括情绪感知、同理心和情绪调节等方面，在塑造学生的语言能力和交际有效性方面发挥着关键作用。因此，了解不同英语成绩群体的情商差异水平可以为情感因素与语言学习成功之间的相互作用提供有价值的见解。考虑到这种背景理解，我们继续研究不同英语成绩水平的英语专业学生情绪上的细微差别。

4.2.1 Differences in Emotionality
4.2.1 情感差异

The results of the emotionality of different English achievement groups are shown in detail.
详细展示了不同英语成绩组的情绪结果。

Table 4-5 Differences in Emotionality of Different English Achievement Groups Dimension Items Groups M SD t Cohen’s d
表 4-5 不同英语成绩组情感性差异 维度项目 组 M SD t Cohen's d

Note: (-) means reverse-stated question.
注：(-)表示反问句。

*: p < 0.05

Table 4-5 shows in detail the differences in emotionality of different English achievement groups. In general, in terms of means, all means are higher than 4 except for Item 8, Item 16, and Item 28. In addition, except for Item 17 and Item 23, the mean of the developed group is slightly higher than that of the developing group. In terms of p-value, there is a significant difference only in Item 16 (p < 0.5), indicating that the two groups have different opinions on this item. However, in general, there is no significant difference between the different English achievement groups in emotionality. That is, the two groups present relatively convergent views on most questions.
表4-5详细显示了不同英语成绩组情绪性的差异。总体而言，从均值来看，除了第8项、第16项和第28项外，所有均值均高于4。此外，除第17项和第23项外，发达组的均值略高于开发组的均值。发展集团。就p值而言，仅第16项存在显着差异（p < 0.5），表明两组对此项目有不同的看法。但总体而言，不同英语成绩组之间的情绪性并无显着差异。也就是说，两个群体在大多数问题上呈现出相对趋同的观点。

In Item 1, the mean value of the developed group (M = 4.82) is slightly higher than that of the developing group (M = 4.79), p > 0.05, d < 0.2. This shows that the developed group has a slightly higher degree of agreement than the developing group. Because both groups agree that it is easy to reveal emotions to others, there are not any significant differences between the two, and the effect size is at a low level. In the reverse-stated Item 2, the mean value of the developed group (M = 4.78) is marginally larger than that of the developing group (M = 4.66), p > 0.05, d < 0.2. This indicates that the developed group agrees more than the developing group on the point that it is sometimes difficult to put oneself in the shoes of others. There is no significant difference between the two, and the effect size is at a low level. In the reverse-stated Item 8, the mean value of the developed group (M = 4.07) is slightly larger than that of the developing group (M = 3.55), p > 0.05, d > 0.2. This indicates that the developed group shares the view that it is sometimes more difficult for them to figure out what they feel than the developing group. The difference does not reach a significant level, but the effect size reaches a moderate level.
第1项中，发达组的平均值（M = 4.82）略高于发展组的平均值（M = 4.79），p > 0.05，d < 0.2。这表明发达群体的认同程度略高于发展群体。由于两组人都认为向他人透露情绪很容易，因此两者之间没有任何显着差异，并且效应大小处于较低水平。在相反的第 2 项中，发达组的平均值（M = 4.78）略大于发展中组的平均值（M = 4.66），p > 0.05，d < 0.2。这表明，在有时很难设身处地为他人着想这一点上，发达群体比发展中群体更认同这一点。两者没有显着差异，效应大小处于较低水平。在相反的第8项中，发达组的平均值（M = 4.07）略大于发展组的平均值（M = 3.55），p>0.05，d>0.2。这表明，发达群体也认为，有时他们比发展中群体更难弄清楚自己的感受。差异未达到显着水平，但效应大小达到中等水平。

In the reverse-stated Item 13, the mean of the developed group (M = 4.51) is slightly larger than that of the developing group (M = 4.22), p > 0.05, d < 0.2. This indicates that the developed group is more likely than the developing group to think that sometimes people close to them will complain that he or she treats them unfavorably. However, the difference does not reach a significant level and the effect size is at a low level. It is worth noting that in the reverse-stated Item 16, the mean value of the developed group (M = 3.91) is slightly larger than the developing group (M = 3.19), p < 0.05, with the d-value close to 0.5. This indicates that the developed group is slightly more agreeable than the developing group in that they do not know how to show care to close ones, with significant differences between the two groups and an effect size close to moderate.
在相反的第 13 项中，发达组的平均值（M = 4.51）略大于发展组的平均值（M = 4.22），p > 0.05，d < 0.2。这表明，发达群体比发展中群体更有可能认为，有时与他们关系密切的人会抱怨他或她对他们不利。然而，差异并未达到显着水平，且效应大小处于较低水平。值得注意的是，在相反的第16项中，发达组的平均值（M = 3.91）略大于发展组（M = 3.19），p < 0.05，d值接近0.5 。这表明发达群体比发展中群体稍微更友善，因为他们不知道如何照顾亲密的人，两组之间存在显着差异，且效应大小接近中等。

Surprisingly, in Item 17, the mean value of the developed group (M = 5.12) is slightly lower than that of the developing group (M = 5.16), p > 0.05, d < 0.2. This shows that the developing group agrees that they can empathize with others’ feelings more than the developed group. There is no significant difference, and the effect size is at a low level. In Item 23, the developed group’s mean value (M = 5.05) is slightly smaller than the developing group’s (M = 5.17), p > 0.05, d < 0.2. This indicates that the developing group agrees more that they often pay attention to their own emotions than the developed group, and there are not any significant differences between the two groups and the effect size is a the low level. In the reverse-stated question Item 28, the mean value of the developed group (M = 2.48) is slightly greater than the developing group (M = 2.45), p > 0.05, d < 0.2. This indicates that the developed group is more likely than the developing group to think that sometimes they want to improve their relationship with their close ones. There is no significant difference between the two groups and the effect size is at a low level. Overall, the developed group performs better than the developing group in the emotionality dimension, although the difference between the two groups is relatively small.
令人惊讶的是，在第 17 项中，发达组的平均值（M = 5.12）略低于发展组的平均值（M = 5.16），p > 0.05，d < 0.2。这表明发展中群体认为他们比发达群体更能同情他人的感受。没有显着差异，效应大小处于较低水平。在第 23 项中，发达组的平均值（M = 5.05）略小于发展中组的平均值（M = 5.17），p > 0.05，d < 0.2。这表明发展中群体比发达群体更认同他们经常关注自己的情绪，并且两组之间没有任何显着差异，效应大小处于较低水平。在反向陈述问题第 28 项中，发达组的平均值（M = 2.48）略大于发展中组（M = 2.45），p > 0.05，d < 0.2。这表明，发达群体比发展中群体更有可能认为有时他们想改善与亲密者的关系。两组之间没有显着差异，效应大小处于较低水平。总体而言，发达组在情绪维度上表现优于发展组，尽管两组之间的差异相对较小。

4.2.2 Differences in Self-control
4.2.2 自我控制能力的差异

The results of self-control of different English achievement groups are demonstrated in detail.
详细展示了不同英语成绩组的自我控制结果。

Table 4-6: Differences in Self-control of Different English Achievement Groups
表4-6：不同英语成绩组自我控制能力的差异

Note: (-) means reverse-stated question.
注：(-)表示反问句。

*: p < 0.05

Table 4-6 illustrates the differences in self-control of different English achievement groups. Overall, the means of the positive-stated questions (Item 15, Item 19, Item 30) are above the median of 4 in all 6 questions, indicating above average level. In the reverse-stated questions (Item 4, Item 7, Item 22), except for Item 7, the mean values of all the questions are below the median of 4, indicating that they are below the average. In terms of p-value, there is no significant difference between the developed group and the developing group in self-control. That is, their views on this part are approximately the same.
表4-6说明了不同英语成绩组自我控制力的差异。总体而言，正面陈述问题（第 15 项、第 19 项、第 30 项）的平均值均高于所有 6 个问题的中位数 4，表明高于平均水平。在反向陈述的问题（第4项、第7项、第22项）中，除第7项外，所有问题的平均值均低于中位数4，表明它们低于平均值。从p值来看，发达组和发展中组在自我控制方面没有显着差异。也就是说，他们对于这一部分的看法是大致相同的。

In the reverse-stated Item 4, the mean value of the developed group (M = 3.94) is higher than that of the developing group (M = 3.55), p > 0.05, d > 0.2. This indicates that the developed group agrees more than the developing group that controlling emotions is a difficult task, but the difference does not reach a significant level and the effect size is at a low level. In the reverse-stated Item 7, the mean value of the developed group (M = 4.16) is higher than that of the developing group (M = 3.76), p > 0.05, d > 0.2. This indicates that the developed group gives up their thoughts more often than the developing group, but the difference does not reach a significant level, and the effect size is at a low level. In Item 15, the mean value of the developed group (M = 4.76) is higher than that of the developing group (M = 4.62), p > 0.05, d < 0.2. This reveals that the developed group is more able to cope with stress than the developing group, without any significant differences, and the effect size did not reach a low level.
在相反的第4项中，发达组的平均值（M = 3.94）高于发展组的平均值（M = 3.55），p>0.05，d>0.2。这表明，发达组比发展组更认同控制情绪是一项艰巨的任务，但差异并未达到显着水平，效应大小也处于较低水平。在相反的第7项中，发达组的平均值（M = 4.16）高于发展组的平均值（M = 3.76），p>0.05，d>0.2。这表明发达群体比发展群体更频繁地放弃自己的想法，但差异并未达到显着水平，效应大小处于较低水平。在第 15 项中，发达组的平均值（M = 4.76）高于发展组的平均值（M = 4.62），p > 0.05，d < 0.2。这表明，发达组比发展中组应对压力的能力更强，没有任何显着差异，并且效应大小没有达到较低水平。

It is noteworthy that in Item 19, the mean value of developed group is slightly (M = 5.06) lower than that of developing group (M = 5.09), p > 0.05, d < 0.2. This indicates that developed group is not as able to control their anger as developing group, and does not reach a significant difference level. Besides, the effect size dose not reach a low level. In the reverse-stated Item 22, the mean value of the developed group (M = 2.98) is higher than that of the developing group (M = 2.88), p > 0.05, d < 0.2. This indicates that the developed group is more likely to be involved in regrettable things than the developing group, not reaching a significant difference, and the effect size does not reach a low level. It is of special interest that in Item 30, the mean value of developed group (M = 4.82) is lower than that of developing group (M = 5.16), p > 0.05, d < 0.2. This shows that developed group does not feel as relaxed as the developing group.
值得注意的是，在第 19 项中，发达组的平均值（M = 5.06）略低于发展中组的平均值（M = 5.09），p > 0.05，d < 0.2。这表明发达群体控制愤怒的能力不如发展中群体，并且没有达到显着差异水平。此外，效应大小并没有达到低水平。在相反的第22项中，发达组的平均值（M = 2.98）高于发展组的平均值（M = 2.88），p>0.05，d<0.2。这说明发达群体比发展群体更容易卷入令人遗憾的事情，没有达到显着差异，效应大小也没有达到较低水平。特别有趣的是，在第 30 项中，发达组的平均值（M = 4.82）低于发展中组的平均值（M = 5.16），p > 0.05，d < 0.2。这表明发达群体并不像发展中群体那样放松。

Overall, there are no significant differences between different English achievement groups in the self-control dimension, but the developed group performs slightly better than the developing group in terms of the mean value. The reason for this is that learners with higher levels of emotional intelligence have more control over their negative emotions and are thus able to utilize positive emotions to facilitate English learning, which echoes what is advocated in the affective filtering hypothesis theory.
总体而言，不同英语成绩组在自我控制维度上没有显着差异，但在平均值方面，发达组的表现略好于发展组。其原因在于，情商较高的学习者对负面情绪的控制能力更强，能够利用积极情绪促进英语学习，这与情感过滤假说理论所主张的相呼应。

4.2.3 Differences in Sociability
4.2.3 社交能力的差异

The differences in sociability are presented below.
社交能力的差异如下所示。

Table 4-7: Differences in Sociability of Different English Achievement Groups
表 4-7：不同英语成绩群体社交能力的差异

Note: (-) means reverse-stated question.
注：(-)表示反问句。

*: p < 0.05

Table 4-7 presents the differences in sociability between English majors of different English achievement groups. In general, in all positive-stated questions (Item 6, Item 11, Item 21), the mean value is greater than median 4, indicating above average. In all the reverse-stated questions (Item 10, Item 25, Item 26), the mean value is below the median of 4. In terms of p-value, there is a significant difference between the developed group and the developing group in Item 10 and Item 26, but not in other items, and there is no significant difference overall. It indicates that they have similar views on most of the topics in this dimension.
表4-7展示了不同英语成绩组英语专业学生社交能力的差异。一般来说，在所有积极陈述的问题（第 6 项、第 11 项、第 21 项）中，平均值大于中位数 4，表明高于平均值。在所有反向陈述的问题（第 10 项、第 25 项、第 26 项）中，平均值均低于中位数 4。就 p 值而言，发达组和发展中组在 tem 上存在显着差异。 10和26项，但其他项没有，总体上没有显着差异。这表明他们对该维度的大多数主题都有相似的看法。

In Item 6, the mean value of the developed group (M = 4.81) is slightly larger than that of the developing group (M = 4.59), p > 0.05, d < 0.2. This indicates that the developed group perceives themselves to be better at getting along with others than the developing group, not reaching a significant difference, and the effect size is close to the low level. It is worth noting that in the reverse-stated Item 10, the mean value of the developed group (M = 3.73) is greater than that of the developing group (M = 3.19), p < 0.05, d > 0.2. This indicates that the developed group is more likely than the developing group to believe that it is difficult to assert their rights. The difference reaches a significant level and the effect size is slightly higher than the low level. In Item 11, the mean value of the developed group (M = 4.8) is slightly larger than that of the developing group (M = 4.72), p > 0.05, d < 0.2. This indicates that the developed group is more likely to make others feel better than the developing group, in the case of willful intentional control.
第 6 项中，发达组的平均值（M = 4.81）略大于发展组的平均值（M = 4.59），p > 0.05，d < 0.2。这表明发达群体认为自己比发展中群体更善于与人相处，但没有达到显着差异，效应大小接近低水平。值得注意的是，在相反的第10项中，发达组的平均值（M = 3.73）大于发展组的平均值（M = 3.19），p < 0.05，d > 0.2。这表明，发达群体比发展中群体更有可能认为维权困难。差异达到显着水平，效应大小略高于低水平。第 11 项中，发达组的平均值（M = 4.8）略大于发展组的平均值（M = 4.72），p > 0.05，d < 0.2。这表明，在故意控制的情况下，发达群体比发展群体更有可能让别人感觉更好。

In Item 21, the mean value of the developed group (M = 4.96) is lower than that of the developing group (M = 5.14), p > 0.05, d < 0.2. This indicates that the developed group does not agree that they are a good negotiator as much as the developing group, but the difference does not reach a significant level and the effect size does not reach a low level. In the reverse Item 25, the mean value of the developed group (M = 3.98) is greater than that of the developing group (M = 3.86), p > 0.05, d < 0.2. This indicates that the developed group is more likely than the developing group to think that they sometimes habitually abandon their own views, even when they know it is correct. It is interesting to note that in the reverse-stated Item 26, the mean of the developed group (M = 3.56) is greater than the developing group (M = 3.38), p < 0.05, d < 0.2. This indicates that the developed group agrees more than the developing group that they can not change the feelings of others, the difference reaches a significant level, but the effect size does not reach a low level.
在第 21 项中，发达组的平均值（M = 4.96）低于发展组的平均值（M = 5.14），p > 0.05，d < 0.2。这表明发达群体并不像发展中群体那样认为自己是一个好的谈判者，但差异没有达到显着水平，效应大小也没有达到低水平。在相反的第25项中，发达组的平均值（M = 3.98）大于发展组的平均值（M = 3.86），p>0.05，d<0.2。这表明，发达群体比发展中群体更有可能认为他们有时会习惯性地放弃自己的观点，即使他们知道这是正确的。有趣的是，在相反的第 26 项中，发达组的平均值（M = 3.56）大于发展中组（M = 3.38），p < 0.05，d < 0.2。这说明发达群体比发展群体更认同自己无法改变他人的感受，差异达到显着水平，但效应大小并未达到低水平。

All in all, there is no significant difference between different English achievement groups in the sociability dimension. However, the developed group performs better than the developing group. The hidden reason for this is that learners with higher emotional intelligence have better social skills and can cooperate with others to lower their negative emotions, improve their well-being, and ultimately they can promote better English performance. This echoes the well-being theory and the affective filtering hypothesis.
总而言之，不同英语成绩组之间在社交性维度上没有显着差异。然而，发达群体的表现优于发展中群体。其隐藏的原因是，情商较高的学习者具有更好的社交能力，可以与他人合作降低负面情绪，提高幸福感，最终促进更好的英语成绩。这与幸福理论和情感过滤假说相呼应。

4.3 Relationship Between Emotional Intelligence and English Achievement of English Majors
4.3 英语专业情商与英语成绩的关系

Emotional intelligence encompasses aspects such as emotionality, self-control, and sociability, significantly influencing students' language proficiency and communicative effectiveness. Understanding the interplay between emotional intelligence and English achievement contributes to a deeper understanding of the factors contributing to language learning success. Building upon this understanding, we will delve into the specific correlations between emotionality, self-control, sociability, and English achievement.
情商包括情绪性、自控力、社交性等方面，显着影响学生的语言能力和交际效果。了解情商和英语成绩之间的相互作用有助于更深入地了解有助于语言学习成功的因素。在此基础上，我们将深入研究情绪、自控力、社交能力和英语成绩之间的具体关系。

4.3.1 Correlation Between Emotionality and English Achievement
4.3.1 情绪与英语成绩的相关性

The correlation analysis between emotionality and English achievement is shown as follows.
情绪性与英语成绩的相关性分析如下。

Table 4-8 Correlation Between Emotionality and English Achievement
表 4-8 情绪与英语成绩的相关性

Note*: Correlation is significant at 0.01 level (2-tailed).
注*：相关性在 0.01 水平上显着（2 尾）。

Table 4-8 presents the correlation between emotionality and English achievement. We can safely conclude that there is a significant positive correlation between emotionality and English achievement with a correlation coefficient of .156. Besides, the correlation is significant at 0.01 level (2-tailed). According to Schober P et al. (2018), 0.10 ≤ r ≤ 0.39 indicates weak correlation. i.e., the correlation between emotionality and English achievement is weak, which means in a weak sense, the higher the learners’ level of emotionality, the better the English achievement. Overall, there is a significant positive relationship between emotionality and English achievement. Therefore, college English teachers need to consider how to improve students’ emotionality and enhance their emotional perception, trait empathy, emotional expression, and interpersonal relationships. The emotional objectives of teaching objectives should not be neglected.
表4-8列出了情绪与英语成绩之间的相关性。我们可以有把握地得出结论，情绪与英语成绩之间存在显着的正相关关系，相关系数为 0.156。此外，相关性在 0.01 水平上显着（2 尾）。根据 Schober P 等人的说法。 (2018)，0.10 ≤ r ≤ 0.39 表示弱相关。即情绪性与英语成绩之间的相关性较弱，这意味着在弱意义上，学习者的情绪性水平越高，英语成绩越好。总体而言，情绪与英语成绩之间存在显着的正相关关系。因此，大学英语教师需要考虑如何改善学生的情绪，增强他们的情绪感知、特质共情、情绪表达和人际关系。教学目标的情感目标也不容忽视。

4.3.2 Correlation Between Self-control and English Achievement
4.3.2 自我控制力与英语成绩的相关性

The correlation analysis between self-control and English achievement is shown as follows.
自我控制力与英语成绩的相关性分析如下。

Table 4-9 Correlation Between Self-control and English Achievement
表 4-9 自我控制力与英语成绩的相关性

Table 4-9 presents the correlation between self-control and English achievement, and surprisingly, it is known that the correlation coefficient between self-control and English achievement is .083, while the correlation does not meet a significant level. According to the standard of Schober P et al. (2018), 0.00 ≤ r ≤ 0.09 indicates no correlation. It confirms that there is no correlation between self-control and English achievement. This means that English achievement is not always higher when students’ self-control is higher.
表4-9列出了自控力与英语成绩之间的相关性，令人惊讶的是，自控力与英语成绩之间的相关系数为0.083，但相关性并未达到显着水平。根据Schober P等人的标准。 (2018)，0.00 ≤ r ≤ 0.09 表示不相关。它证实自我控制力和英语成绩之间不存在相关性。这意味着学生的自控力越高，英语成绩并不一定越高。

In general, self-control does not have a large effect on English achievement. The possible reason is that emotional intelligence has multiple dimensions, but it affects English achievement not through self-control, but through other dimensions. Therefore, the deeper relationship between other dimensions of emotional intelligence and English achievement will be further explored.
一般来说，自控力对英语成绩的影响并不大。可能的原因是情商有多个维度，但它影响英语成绩的方式不是通过自我控制，而是通过其他维度。因此，情商其他维度与英语成绩之间更深层次的关系将得到进一步探讨。

4.3.3 Correlation Between Sociability and English Achievement
4.3.3 社交能力与英语成绩之间的相关性

The correlation analysis between sociability and English achievement is shown as follows.
社交能力与英语成绩的相关性分析如下。

Table 4-10 Correlation Between Sociability and English Achievement
表 4-10 社交能力与英语成绩之间的相关性

*. Correlation is significant at 0.05 level (2-tailed).
*。相关性在 0.05 水平上显着（2 尾）。

From the correlation between sociability and English achievement shown in Table 4-10, we can infer that there is a significant positive correlation between sociability and English achievement. The correlation is significant at 0.05 level (2-tailed), and the correlation coefficient is .138. According to Schober P et al. (2018), 0.10 ≤ r ≤ 0.39 indicates weak correlation. Therefore, there is a significant weak correlation between sociability and English achievement, that is, the higher the students’ sociability, the better their English achievement.
从表4-10所示的社交能力与英语成绩的相关性可以看出，社交能力与英语成绩之间存在显着的正相关关系。相关性在 0.05 水平上显着（2 尾），相关系数为 0.138。根据 Schober P 等人的说法。 (2018)，0.10 ≤ r ≤ 0.39 表示弱相关。因此，社交能力与英语成绩之间存在显着的弱相关性，即学生的社交能力越高，他们的英语成绩就越好。

Overall, sociability has been shown to affect English achievement. The possible reason is that when learners have greater decisiveness, higher emotional management, and social awareness, they are more likely to cooperate with their peers in learning, which contributes to the improvement of English achievement. Therefore, teachers should pay attention to the development of students’ sociability in the classroom and make use of cooperative learning to enhance students’ learning effectiveness.
总体而言，社交能力已被证明会影响英语成绩。可能的原因是，当学习者有更大的决断力、更高的情绪管理能力和社会意识时，他们更有可能与同伴合作学习，从而有助于英语成绩的提高。因此，教师在课堂上应注重学生社交能力的发展，利用合作学习来提高学生的学习效果。

4.5 Discussion
4.5 讨论

The discussion on the correlation between emotional intelligence and English academic performance reveals a multifaceted relationship that extends beyond mere correlation. This study uncovered a nuanced correlation between emotional intelligence and English test scores, ranging from low to moderate levels. However, it goes deeper, elucidating the intricate interplay between emotional intelligence and English learning outcomes.
关于情商和英语学习成绩之间相关性的讨论揭示了一种多方面的关系，超出了单纯的相关性。这项研究发现了情商和英语测试成绩之间存在微妙的相关性，从低到中等水平不等。然而，它更深入，阐明了情商和英语学习成果之间复杂的相互作用。

Emotions, including pleasure, anxiety, and burnout, emerge as pivotal factors mediating this relationship. They serve as multiple parallel intermediaries, influencing both the direct and indirect pathways through which emotional intelligence impacts language learning success. While emotional intelligence directly contributes to students' English academic performance by enhancing their ability to understand and regulate emotions, it also indirectly shapes their language learning outcomes by modulating their emotional states.
情绪，包括快乐、焦虑和倦怠，成为调节这种关系的关键因素。它们充当多个平行的中介，影响情绪智力影响语言学习成功的直接和间接途径。虽然情商通过提高学生理解和调节情绪的能力直接有助于学生的英语学习成绩，但它也通过调节他们的情绪状态间接影响他们的语言学习成果。

Individuals with higher emotional intelligence may exhibit greater resilience in the face of language learning challenges, experiencing lower levels of anxiety and burnout, thereby positively impacting their English academic performance. These findings underscore the pivotal role of emotional intelligence in predicting English academic achievement among English majors.
情商较高的人在面对语言学习挑战时可能表现出更强的适应能力，焦虑和倦怠程度较低，从而对他们的英语学习成绩产生积极影响。这些发现强调了情商在预测英语专业学生的英语学业成绩方面的关键作用。

Moreover, this study reveals a significant positive correlation between emotional intelligence and various aspects of English learning motivation, attitude, interest, and self-efficacy. This indicates that individuals with higher emotional intelligence are more likely to exhibit a positive attitude toward English, invest more effort in the learning process, and achieve better grades.
此外，这项研究还揭示了情商与英语学习动机、态度、兴趣和自我效能等各个方面之间存在显着的正相关关系。这表明情商较高的人更有可能对英语表现出积极的态度，在学习过程中投入更多的精力，并取得更好的成绩。

However, the study has limitations, including a relatively small sample size and potential limitations in research design. Future research should adopt more systematic and in-depth methods to quantify emotional intelligence accurately, potentially combining psychometric techniques with biological indicators like EEG. Through such approaches, we can better understand how emotional intelligence affects academic performance and improve teaching strategies accordingly.
然而，该研究存在局限性，包括样本量相对较小以及研究设计的潜在局限性。未来的研究应该采用更系统、更深入的方法来准确量化情商，可能将心理测量技术与脑电图等生物指标相结合。通过这些方法，我们可以更好地了解情商如何影响学业成绩，并相应地改进教学策略。

Ⅴ. Conclusion

Based on the above analysis, This study investigates the relationship between EI and English language proficiency among college students, focusing on three key areas:
基于上述分析，本研究探讨了大学生EI与英语语言能力的关系，重点关注三个方面：

Firstly, overall EI Levels: The study reveals that students possess an intermediate level of EI, with well-being being their strongest area and self-control being the weakest.
首先，整体EI水平：研究显示，学生的EI水平处于中等水平，其中幸福感最强，自控力最弱。

Secondly, EI Differences Across English Proficiency Levels: While not statistically significant, students with higher English proficiency tend to exhibit slightly higher EI scores across all dimensions and facets compared to their less proficient peers. This suggests a potential link between English language skills and overall emotional competence.
其次，不同英语水平的 E 差异：虽然在统计上不显着，但与英语水平较低的同龄人相比，英语水平较高的学生在所有维度和方面的 E 分数往往略高。这表明英语语言技能和整体情感能力之间存在潜在联系。

Finally, correlation Between EI and English Proficiency: A strong positive correlation exists between EI and English proficiency. Students with higher EI generally achieve better results in English. Notably, all EI dimensions except self-control show a significant positive association with English performance. This implies that strong emotional awareness, social skills, well-being, and independence contribute to better English language outcomes.
最后，E 与英语水平之间的相关性：E 与英语水平之间存在很强的正相关关系。 E 较高的学生通常在英语方面取得更好的成绩。值得注意的是，除自我控制之外的所有 E 维度均与英语表现呈显着正相关。这意味着强烈的情感意识、社交技能、幸福感和独立性有助于更好的英语语言成绩。

These findings underscore the importance of integrating EI development into English language instruction. By fostering students' emotional intelligence, educators can contribute to their academic success in English while supporting their overall personal growth. This aligns with the Ministry of Education's emphasis on holistic student development.
这些发现强调了将电子发展融入英语教学的重要性。通过培养学生的情商，教育工作者可以为他们的英语学业成功做出贡献，同时支持他们的整体个人成长。这与教育部对学生全面发展的重视是一致的。

Therefore, this study proposes that educators should: Acknowledge the crucial role of EI in language acquisition, incorporate EI development into their teaching goals, and actively cultivate students' emotional intelligence through various methods, such as classroom activities, group projects, role-playing, and other interactive approaches. These methods can help students improve their self-awareness, emotional regulation, and interpersonal skills.
因此，本研究建议教育工作者应：认识到情商在语言习得中的关键作用，将情商发展纳入教学目标，通过课堂活动、小组项目、角色扮演、以及其他互动方法。这些方法可以帮助学生提高自我意识、情绪调节和人际交往能力。

By investigating the overall picture of EI, comparing EI levels across different English proficiency groups, analyzing the correlation between EI and English performance, and examining the predictive power of EI on English achievement, this study aims to provide valuable insights for educators to enhance their teaching practices and support students' holistic development.
通过调查 E 的整体情况、比较不同英语水平组的 E 水平、分析 E 与英语表现之间的相关性以及检验 E 对英语成绩的预测能力，本研究旨在为教育工作者提高教学提供有价值的见解。实践并支持学生的全面发展。

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Fredrickson, B.The role of positive emotions in Positive Psychology :The broadenand build theory of positive emotions. American Psychologist. 2001, 56(3):218-226.
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Acknowledgements

As I write this, I realize that I am coming to the end of my school career. Time flies, yesterday I was an ignorant student who just entered the university, today I am already a prospective graduate, and on this occasion, I would like to express my gratitude to the following people. First, I would like to thank my supervisor, Professor Han Jinlong, whose professional knowledge, valuable advice, and careful guidance were crucial to my research work and thesis writing. Throughout the research process, my supervisor Han's patient guidance, profound insight, and encouraging support were the driving force for me to keep moving forward and exploring.
当我写这篇文章时，我意识到我的学校生涯即将结束。时光荏苒，昨天我还是一个刚进入大学的无知学生，今天我已经是一名准毕业生了，值此之际，我谨向以下人士表示感谢。首先，我要感谢我的导师韩金龙教授，他的专业知识、宝贵建议和细心指导对我的研究工作和论文写作至关重要。在整个研究过程中，导师韩老师的耐心指导、深刻见解和鼓励支持是我不断前进和探索的动力。

I am also very grateful for the support of Mr. Guo Muying from the Academic Affairs Office, who provided valuable data and helpful discussions that greatly enriched my research as well as each one of my classmates in Class 1, Class 2, and Class 3 of Year 22 of the School of Foreign Languages who assisted in the research study, and whose cooperation made my dissertation investigation go smoothly.
也非常感谢教务处郭木英老师的支持，他提供了宝贵的数据和有益的讨论，极大地丰富了我的研究，也感谢我的一、二、三班的每一位同学。外国语学院22年级协助研究性学习的同学，是他们的配合让我的论文考察顺利进行。

In addition, I would like to thank the other five members of the university dormitory, whose companionship made my university life full of happiness, many of the first times we accomplished together, at the university gave me a lot of encouragement and help to help me grow into a brave person, thank you for your companionship.
另外，我要感谢大学宿舍的其他五位成员，他们的陪伴让我的大学生活充满了幸福，很多第一次是我们一起完成的，在大学里给了我很多鼓励和帮助，帮助了我。成长为一个勇敢的人，谢谢你的陪伴。

Finally, I would like to express my sincerest gratitude to all the participants who took part in the survey, without whose participation and contribution this study would not have been possible. The mountain is high and the road is long, so I hope we can stay true to ourselves and become who we want to be on the road ahead.
最后，我谨向所有参与调查的参与者表示最诚挚的谢意，没有他们的参与和贡献，本研究就不可能完成。山高路远，希望我们都能在前进的路上忠于自己，成为自己想成为的人。

Appendix I

大学生心理特征调查

下面是一些关于个人情绪处理方面问题的描述，请您根据自己的实际情况进行选择，并选择相应的选项。

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我总是为自己设定目标然后尽最大的努力去完成他们

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我总是告诉自己我是个有能力的人

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当我生气的时候我总是能很快的平静下来

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