A Research On The Correlation Between Emotional Intelligence,Foreign Language Learning Burnout And English Academic Performance Of Senior High School Students

The academic community has reached a consensus that English learning performance not only depends on students’ cognitive ability,but also has a strong relationship with emotional intelligence.For high school students,the development of English learning varies among individuals with different emotional intelligence,so it is necessary to actively cultivate their ability of emotional regulation and management in order to create possibilities and a good atmosphere for improving their English academic performance.However,high school students may develop some negative emotions in the process of English learning,especially burnout.This affects both their mental health and English performance.English learning burnout is a common phenomenon among general high school students in English learning,which is mainly manifested as lack of interest in English,easiness to feel tired or even depressed when learning English,lack of motivation to learn English and so on.It will inevitably affect students’ English learning performance.Therefore,the relationship between English learning burnout and English performance is very close.In this study,250 high school students in Qujing city,Yunnan province were selected as subjects.Literature research,questionnaire survey and statistical analysis were used to study the correlation among emotional intelligence,foreign language learning burnout and English academic performance.This study focuses on the following three questions:(1)What is the current situation of foreign language learning burnout and emotional intelligence among high school students?(2)What is the relationship between foreign language learning burnout,emotional intelligence and English academic performance in high school students?(3)What role does foreign language learning burnout play in the relationship between emotional intelligence and English academic performance in high school students?This study mainly refers to the mean scores of the mid-term and final English exams of the 250 students,and uses the emotional intelligence scale and the foreign language Learning Burnout scale for quantitative data collection.Finally,the author collected 225 valid questionnaires and analyzed the data by SPSS 22.0 software,in which descriptive analysis,frequency analysis,Pearson’s correlation analysis,independent samples T-test,and multi-factor ANOVA were used in the data analysis of this study.The results are as follows:(1)The level of emotional intelligence and foreign language learning burnout of participating high school students is moderate;(2)Emotional intelligence,foreign language learning burnout and English academic achievement are related.There is a positive correlation between emotional intelligence and English performance,and a negative correlation between emotional intelligence and foreign language learning burnout.Foreign language learning burnout is negatively correlated with English academic performance.Through the correlation analysis,it can be concluded that the higher the emotional intelligence of high school students,the lower the level of foreign language learning burnout,the higher the English performance,and vice versa;(3)Foreign language learning burnout plays a completely mediating role between emotional intelligence and English academic performance.Based on the above research results,from the perspectives of schools,teachers and parents,this paper puts forward corresponding suggestions for high school English education,in order to improve students’ happiness and learning efficiency in English learning,and ultimately to cultivate students’ enthusiasm for English learning and improve their English performance.Although there are still some limitations in this study,the findings have some implications for the development of foreign language education.