Correlation between Emotional Intelligence and English Learning Achievement Among Rural Junior High School Students from a Positive Psychology Perspective

Chaoying Zhou

doi:10.6918/IJOSSER.202606_9(6).0024

Authors

Chaoying Zhou

DOI:

https://doi.org/10.6918/IJOSSER.202606_9(6).0024

Keywords:

Emotional intelligence; English learning achievement; correlation research; rural junior high school students.

Abstract

This study investigated the current status of emotional intelligence of rural junior high school students and explored the correlation between their emotional intelligence and English learning achievement. The results showed that the participants’ emotional intelligence was moderate to high. Boys were significantly higher than girls in the dimension of self-emotion managing, while girls were significantly higher than boys in the dimension of managing others’ emotions. There was no significant difference between the students of different grades in terms of total emotional intelligence score and all the four dimensions of emotional intelligence. Total emotional intelligence score and all four dimensions of emotional intelligence were significantly and positively correlated with English learning achievement.

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