中国英语专业大学生的情商和沟通意愿:潜在特征分析

IF 1.4 4区 心理学 Q4 PSYCHOLOGY, EXPERIMENTAL
Yihan Gao, Yumeng Guo, Yongliang Wang
{"title":"中国英语专业大学生的情商和沟通意愿:潜在特征分析","authors":"Yihan Gao, Yumeng Guo, Yongliang Wang","doi":"10.1177/00315125241283151","DOIUrl":null,"url":null,"abstract":"<p><p>In language learning, communication is essential, where learners' desire and willingness to interact with others are significant in honing their communication capabilities alongside other necessary competencies. There are many factors that influence students' willingness to communicate (WTC), among which the correlation between emotional intelligence and WTC still needs to be further researched. To investigate the emotional intelligence profiles of Chinese EFL college students and to examine different levels of their willingness to communicate, we recruited 476 Chinese English as a foreign language (EFL) learners across 11 provinces to complete our questionnaire. Through latent profile analysis (LPA) and one way analysis of variance, we found that there were four EI profiles of Chinese EFL college students: Emotionally Challenged (EC), Emotionally Struggling (ES), Emotionally Average (EA), and Emotionally Proficient (EP), among which most students (63%) fell into the EA profile. The EC profile (17%) was the second largest profile. We also found that each of the four profiles had unique WTC characteristics, with and different dimensions of WTC including, speaking, reading, writing, and comprehension. Notably, the EC profile demonstrated the lowest WTC level among the four profiles, whereas the EP profile displayed the highest overall WTC level. These findings are meaningful for comprehending students' emotional intelligence profiles within language learning environments, and they provide valuable insights for educators to address diverse students' needs to enhance their WTC.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":"132 1","pages":"119-143"},"PeriodicalIF":1.4000,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Chinese English as a Foreign Language College Students' Emotional Intelligence and Willingness to Communicate: A Latent Profile Analysis.\",\"authors\":\"Yihan Gao, Yumeng Guo, Yongliang Wang\",\"doi\":\"10.1177/00315125241283151\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>In language learning, communication is essential, where learners' desire and willingness to interact with others are significant in honing their communication capabilities alongside other necessary competencies. There are many factors that influence students' willingness to communicate (WTC), among which the correlation between emotional intelligence and WTC still needs to be further researched. To investigate the emotional intelligence profiles of Chinese EFL college students and to examine different levels of their willingness to communicate, we recruited 476 Chinese English as a foreign language (EFL) learners across 11 provinces to complete our questionnaire. Through latent profile analysis (LPA) and one way analysis of variance, we found that there were four EI profiles of Chinese EFL college students: Emotionally Challenged (EC), Emotionally Struggling (ES), Emotionally Average (EA), and Emotionally Proficient (EP), among which most students (63%) fell into the EA profile. The EC profile (17%) was the second largest profile. We also found that each of the four profiles had unique WTC characteristics, with and different dimensions of WTC including, speaking, reading, writing, and comprehension. Notably, the EC profile demonstrated the lowest WTC level among the four profiles, whereas the EP profile displayed the highest overall WTC level. These findings are meaningful for comprehending students' emotional intelligence profiles within language learning environments, and they provide valuable insights for educators to address diverse students' needs to enhance their WTC.</p>\",\"PeriodicalId\":19869,\"journal\":{\"name\":\"Perceptual and Motor Skills\",\"volume\":\"132 1\",\"pages\":\"119-143\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2025-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perceptual and Motor Skills\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/00315125241283151\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, EXPERIMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perceptual and Motor Skills","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00315125241283151","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EXPERIMENTAL","Score":null,"Total":0}
引用次数: 0

摘要

在语言学习中,沟通是必不可少的,学习者与他人互动的愿望和意愿对于磨练他们的沟通能力和其他必要的能力至关重要。影响学生沟通意愿的因素很多,其中情绪智力与沟通意愿的相关性还有待进一步研究。为了调查中国英语大学生的情商状况,并考察他们交流意愿的不同水平,我们招募了来自11个省份的476名中国英语学习者完成问卷调查。通过潜在特征分析(LPA)和单向方差分析,我们发现中国英语大学生的情商有四种特征:情绪挑战型(EC)、情绪挣扎型(ES)、情绪一般型(EA)和情绪熟练型(EP),其中大多数学生(63%)属于情绪挑战型(EA)。欧盟概况(17%)是第二大概况。我们还发现,这四种类型的语言都具有独特的语言交际特征,包括口语、阅读、写作和理解。值得注意的是,在4个剖面中,EC剖面显示出最低的WTC水平,而EP剖面显示出最高的总体WTC水平。这些发现对于理解语言学习环境下学生的情绪智力特征具有重要意义,并为教育工作者提供了有价值的见解,以满足不同学生的需求,提高他们的情商。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Chinese English as a Foreign Language College Students' Emotional Intelligence and Willingness to Communicate: A Latent Profile Analysis.

In language learning, communication is essential, where learners' desire and willingness to interact with others are significant in honing their communication capabilities alongside other necessary competencies. There are many factors that influence students' willingness to communicate (WTC), among which the correlation between emotional intelligence and WTC still needs to be further researched. To investigate the emotional intelligence profiles of Chinese EFL college students and to examine different levels of their willingness to communicate, we recruited 476 Chinese English as a foreign language (EFL) learners across 11 provinces to complete our questionnaire. Through latent profile analysis (LPA) and one way analysis of variance, we found that there were four EI profiles of Chinese EFL college students: Emotionally Challenged (EC), Emotionally Struggling (ES), Emotionally Average (EA), and Emotionally Proficient (EP), among which most students (63%) fell into the EA profile. The EC profile (17%) was the second largest profile. We also found that each of the four profiles had unique WTC characteristics, with and different dimensions of WTC including, speaking, reading, writing, and comprehension. Notably, the EC profile demonstrated the lowest WTC level among the four profiles, whereas the EP profile displayed the highest overall WTC level. These findings are meaningful for comprehending students' emotional intelligence profiles within language learning environments, and they provide valuable insights for educators to address diverse students' needs to enhance their WTC.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Perceptual and Motor Skills
Perceptual and Motor Skills PSYCHOLOGY, EXPERIMENTAL-
CiteScore
2.90
自引率
6.20%
发文量
110
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信