A latent profile analysis of emotional intelligence and its relationship with L2 student writing feedback literacy

IF 4.9 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

System Pub Date : 2025-07-11 DOI:10.1016/j.system.2025.103773

Zaibo Long, Ran Zhu

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引用次数: 0

Abstract

Previous research has highlighted the critical role of the affective dimension in shaping L2 student writing feedback literacy; however, limited attention has been given to how emotional intelligence (EI), conceptualized as a constellation of emotion-related self-perceptions and dispositions, influences L2 student writers' feedback literacy. To fill this gap, this study investigated the relationship between students' EI and L2 writing feedback literacy by exploring how different EI patterns relate to variations in feedback literacy. A sample of 426 students in Chinese higher education institutions was administered the L2 Student Writing Feedback Literacy Scale and the short-form Trait EI Scale. Four EI profiles were identified through latent profile analysis (LPA): Low Emotionality Group, Average Balanced Group, Moderately Low Emotionality Group, and High Stable Group. ANOVA and Welch's Tests revealed significant differences in L2 student writing feedback literacy across most EI profiles. By examining the configuration of dimensions within these profiles, we identified an EI configuration that creates favorable conditions for developing L2 writing feedback literacy in a Chinese higher education context: a combination of lower emotionality, higher well-being, and greater self-control. Implications for L2 writing instruction were discussed based on the findings.

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二语学生情绪智力及其与写作反馈素养的关系分析

以往的研究强调了情感维度在塑造二语学生写作反馈素养中的关键作用；然而，很少有人关注情绪智力（EI）是如何影响第二语言学生作家的反馈素养的。情商被定义为一系列与情绪相关的自我感知和倾向。为了填补这一空白，本研究通过探索不同的EI模式与反馈素养的差异之间的关系，探讨了学生的情商与二语写作反馈素养之间的关系。采用第二语言学生写作反馈素养量表和短文型特质EI量表对426名中国高校学生进行了问卷调查。通过潜在剖面分析（LPA），确定了低情绪组、平均平衡组、中低情绪组和高稳定组4种情绪特征。方差分析和韦尔奇测试显示，第二语言学生的写作反馈素养在大多数EI档案中存在显著差异。通过检查这些概况中的维度配置，我们确定了一种情商配置，它为在中国高等教育背景下发展第二语言写作反馈素养创造了有利条件：低情绪、高幸福感和更好的自我控制的结合。在此基础上讨论了二语写作教学的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

System Multiple-

CiteScore

8.80

自引率

8.30%

发文量

202

审稿时长

64 days

期刊介绍： This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.