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The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout
16 references·1 citing·48 second hop
The relationship between trait emotional intelligence and English language performance among Chinese EFL university students: The mediating roles of boredom and burnout (2024)The relationship between trait emotional …Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement? (2022)Anxiety, enjoyment, and bored…Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions (2021)Researching and Practicing Po…Foreign language learning boredom: Conceptualization and measurement (2021)Foreign language learning bor…Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students (2020)Does Burnout Affect Academic …Burnout Assessment Tool (BAT)—Development, Validity, and Reliability (2020)Burnout Assessment Tool (BAT)…A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019)A Positive Psychology perspec…Multivariate Data Analysis (2018)Multivariate Data AnalysisPsychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue) (2009)Psychometric Properties of th…Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009)Interpersonal Relationships, …Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety Among Adult Multilinguals: A Review and Empirical Investigation (2008)Effects of Trait Emotional In…The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice (2006)The Control-Value Theory of A…The broaden–and–build theory of positive emotions (2004)The broaden–and–build theory …Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research (2002)Academic Emotions in Students…Trait emotional intelligence: psychometric investigation with reference to established trait taxonomies (2001)Trait emotional intelligence:…Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Cutoff criteria for fit index…Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Evaluating Structural Equatio…Unveiling the Relationship Between Students’ Perceived Support by Significant Others and Academic Achievement in English Learning: The Mediating Roles of Buoyancy and Burnout (2025)Unveiling the Relationship Be…Comparative fit indexes in structural models. (1990)Principles and Practice of Structural Equation Modeling (1998)Human Abilities: Emotional Intelligence (2007)Emotional intelligence: New ability or eclectic traits? (2008)Emotional intelligence: An integrative meta-analysis and cascading model. (2010)Emotion And Adaptation (1991)Positive psychology: An introduction. (2000)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)Teachers resilience: A necessary condition for effectiveness (2006)Well-Being for Public Policy (2009)Positive Emotions Broaden and Build (2013)An attributional theory of achievement motivation and emotion. (1985)Mood and the use of scripts: Does a happy mood really lead to mindlessness? (1996)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Alternative Ways of Assessing Model Fit (1992)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures (2003)Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance (2007)Self-efficacy: the exercise of control (1997)Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011)The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011)Motivation Interventions in Education (2015)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change (1978)Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008)Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. (2009)Frames of Mind: The Theory of Multiple Intelligences (1984)Emotional Intelligence (1990)Social Cognitive Theory: An Agentic Perspective (2001)Ability and Trait Emotional Intelligence (2011)A meta‐analysis of emotional intelligence and work attitudes (2016)The Measurement of Emotional Intelligence: A Critical Review of the Literature and Recommendations for Researchers and Practitioners (2019)Happiness is everything, or is it? Explorations on the meaning of psychological well-being. (1989)Emotions that facilitate language learning: The positive-broadening power of the imagination (2012)The two faces of Janus? Anxiety and enjoyment in the foreign language classroom (2014)The Role of Experiential Learning on Students’ Motivation and Classroom Engagement (2021)Modeling the contribution of resilience, well-being, and L2 grit to foreign language teaching enjoyment among Iranian English language teachers (2022)Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era (2024)On the Evaluation of Structural Equation Models (1988)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)When to use and how to report the results of PLS-SEM (2018)PLS-SEM STATISTICAL PROGRAMS: A REVIEW (2021)“PLS-SEM: indeed a silver bullet” – retrospective observations and recent advances (2022)5. Leadership of organisations (2022)
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References

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  • 2020Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students504 cited
  • 2008Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety Among Adult Multilinguals: A Review and Empirical Investigation

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488 cited
  • 2019A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement382 cited
  • 2021Foreign language learning boredom: Conceptualization and measurement328 cited
  • 2022Anxiety, enjoyment, and boredom in language learning amongst junior secondary students in rural China: How do they contribute to L2 achievement?316 cited
  • Cited by

    • 2025Unveiling the Relationship Between Students’ Perceived Support by Significant Others and Academic Achievement in English Learning: The Mediating Roles of Buoyancy and Burnout24 cited