编号2009091205
毕业论文
（2013届本科）
论文题目：非英语专业大学生情商与英语成绩
关系的研究—以陇东学院为例学院：外国语学院
专业：英语
班级： 2009 级2 班
作者姓名：刘志欣
指导教师：白莹职称：副教授
完成日期： 2013 年 5 月 11 日
A Study on the Correlation between EQ and English Performance
of Non-English Majors—A Case Study from Long Dong
University
by
Liu Zhixin
Class 2, Grade 2009
(No. 2009091205)
Supervisor: Bai Ying
（Associate Professor）
May 11, 2013
School of Foreign Languages and Literature
Longdong University
陇东学院本科生毕业论文（设计）诚信声明
本人郑重声明：所呈交的本科毕业论文（设计），是本人在指导老师白莹的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议，除文中已经注明引用的内容外，本论文不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。本人完全意识到本声明的法律结果由本人承担。
作者签名：
二O一三年五月十一日
Statement of Authorship
Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or part from a thesis presented by me for another degree or diploma.
No other person’s work has been used without due acknowledgment in the main text of the thesis.
This thesis has not been submitted for the award of any other degree or diploma in my tertiary institution.
Signed:
Dated:
Acknowledgment
First and foremost, I would like to avail myself of the opportunity to express my gratitude to Bai Ying, my tutor, who has taken her precious time off from her tight schedule, reading my thesis carefully and offering me constant encouragement, valuable suggestions and enlightening instructions, which contribute to the completion of my thesis.
I would also like to acknowledge my indebtedness to Li Xu and many others who have contributed their time, thoughts, skills and encouragement to this thesis.
I am also grateful to Jacob, Adam and all my friends who have given me generous support and helpful advice in the past few years.
Finally, I wish to devote this paper to my beloved family, who have given me life and love, and have been supporting me since twenty-three years ago.
摘要
情商(Emotional Quotient缩写为EQ)，也叫情感智商，它是相对智商(Intelligence Quotient，缩写为IQ)而言的心理学概念。本研究以陇东学院60名非英语专业大学生为研究对象，用定量分析的研究方法，以Bar-On Emotional Quotient[EQ- I]为研究工具，运用SPSS19.0统计包对所收集的数据进行统计与分析。本研究旨在发现以下问题的答案：1.非英语专业大学生情商的基本情况如何？2.男、女生组在情商与英语学习成绩是否存在差异？3.高、低分组学生的情商水平与其英语学习成绩是否存在差异？4.情商的高、低与英语成绩是否相关？研究结果显示：1.非英语专业大学生情商水平整体较低；
2.非英语专业本科男、女生在情商方面不存在差异，但在学习成绩上却存在着显著的差异；
3.非英语专业本科生高分、低分组学生在情商方面存在着非常显著的差异, 但在英语成绩上没有表现出显著的差异；
4.非英语专业本科生的情商与英语学习成绩呈显出非常显著的相关关系。
关键词：非英语专业本科生；情商；学习成绩；相关关系
Abstract
EQ (Emotional Quotient is abbreviated as EQ), which is also known as emotional Intelligence Quotient , is relative to IQ (Intelligence Quotient, which is abbreviated as IQ) in terms of psychology concept. In this study, 60 Non-English majors from Long Dong University were chosen as the research subjects. The author adopts quantitative research method in the study. Questionnaire of Bar-On Quotient [EQ -I] is applied as the research tool, SPSS19.0 for windows statistical package is used to analyze the collected data. The study aims to find out answers to the following questions:1. What is the overall situation of non-English majors’EQ? 2. Are there any EQ differences and performance differences between male and female students? 3. Are there any EQ differences and performance differences between the high-level and low-level students? 4. What is the correlation between Non-English Majors’ EQ and their English performance? The research results indicate that: (1) General speaking, the EQ of Non-English majors reach at a lower level according to the analysis; (2) There are not significant differences between male and fe male students of Non English Majors in EQ, but there are significant differences in their English performance; (3) There are extremely significant differences between high-level and low-level students of Non-English Majors in EQ, but there are not significant differences between high-level and low-level students of Non-English majors in their English performance; (4) There are significantly positive correlation between Non-English Majors’EQ and their English performance .
Key words: Non-English Majors；EQ; English Performance; Correlation Relationship Study
Contents
诚信声明 (i)
Statement of Authorship (ii)
Acknowledgment (iii)
摘要 (iv)
Abstract (v)
1. Introduction (1)
1.1 The Background of the Study (1)
1.2 The Significance of the Study (2)
1.3 The Research Questions (2)
2. Literature review (2)
2.1 The Definition of EQ (2)
2.2 The Difference between the Higher EQ and the Lower (3)
3. Research Methodology (5)
3.1 Subjects (5)
3.2 The Research Instruments (5)
3.3 Procedures and Data Collection (5)
4. Findings and Data Analyses (5)
4.1 Data Analysis (6)
5. Conclusion (10)
5.1The Limitation of the Study (11)
5.2 Suggestions for Non-English Majors (11)
6. References (12)
Appendix
A Sample Questionnaire
A Study on the Correlation between EQ and English Performance of Non-English Majors—A Case Study from
Long Dong University
Liu Zhixin
School of Foreign Languages and Literature, Longdong University
1.Introduction
1.1 The Background of the Study
EQ (Emotion Quotient is abbreviated as EQ) is also called the Emotional Quotient. It is a concept of psychology which has something to do with IQ (Intelligence Quotient, which is abbreviated as IQ). (Hai Yunming, 1997: 12). EQ shows a kind of ability that people hold to control emotions of their own, gauge and driving others’ emotions, withstand external pressure and also the ability to motivate themselves and grasp their psychological balance. EQ belongs to the category of the non-intelligence factors. The Psychologist Peter·Salovey of the Yale university and the professor John Mayer of the New Hampshire university firstly proposed the concept of "emotional intelligence" in 1990. In 1995, the American psychologist D · Goleman inherited Peter·Salovey and M ayer’s point of view that the emotion was summarized as some abilities in five aspects: the ability to understand their own emotions, the ability to control their own emotions, the ability to motivate emotion by themselves, the a bility to understand others’ emotions, and the interpersonal ability.(Cardner. R, 1972: 342—343).
1.2 The Significance of the Study
For a long time, it’s believed that the high or low level of the intelligence quotient (IQ) determines whether a person can succeed in his career. Since Binet and Simon established the first test of intelligence scale in 1905 in the world, (Dai Manchun, 2000: 38), intelligence test has been used to mainly identify people’s
(especially the Children’s) learning ability, forecast the human’s learning achievement, with the deepening of the intelligence research. (Lin Yun, 1997: 138). It’s found that in addition to intelligence factors, which can have influence on business success, emotional intelligence may also affect on people’s thinking and action. (Gong Zhimin, 2003: 18). Emotional intelligence reflects the individual accurate, effectively processing emotional information level, and reveals the individual cause emotions, arouse and promote the development of intelligence factors, which is the result of the development of emotional and cognitive coordination in essence. (Jiang Ping, 1997: 243).
Putting forward emotional intelligence undoubtedly made a significant expansion of the concept of intelligence. What is confirmed by psychologist gradually that affect EQ exerts more influence on a person's success than intelligence factors. (Zhang Yaoxue, 2002: 3-5). However, it’s widely accepted and recognized by people as a new thing. There are many aspects to explore constantly. In the article, the author will test and do an analysis on the effects of students’emotional and intellectual factors on their learning achievements.
1.3The Research Questions
1. What is the overall situation of non-English majors’ EQ?
2. Are there any EQ differences and performance differences between male and
female students?
3.Are there any EQ differences and performance differences between the
high-level and low-level students?
4. What is the correlation between Non-English Majors’EQ and their English
performance?
2. Literature review
2.1 The Definition of EQ
People used to believe that IQ is the key factor of determining one’s success. However, the latest international study find s that IQ is the foundation of one’s success while EQ is the key factor to be successful. And what’s EQ? It is just a concept proposed according to the EQ doctrine in the circle of psychological theory.
IQ is short for intelligence quotient, which refers to the system of intelligence. And EQ is a psychological quality including the extents of response related to a series of individual qualities such as confidence, persistence, perseverance, optimism, patience, anti-frustration. It can be put in another way that EQ is the ability of controlling one’s emotion and conducting one’s behaviors. To be exact, one’s EQ is his emotional intelligence or emotional quotient. It was found out gradually in the process of studying the diversification of intelligence. The term of EQ was formally proposed by the professor Peter ·Salovey of Yale University and the Professor John · Mayer of the University of New Hampshire. They described EQ in 1990 as: 1)the ability of assessing and expressing emotion exactly; 2)the ability of regulating the mood; 3)the structure composed of the abilities in the process of combining the emotional experience into promoting, planning and pursuing success. Later they revised it more scientifically as: 1) the ability of sensing, assessing and expressing emotion; 2) the ability of promoting the thinking process of emotion;3) the ability of understanding, analyzing and acquiring the emotional knowledge;4) the ability of regulating emotion exactly (1990: 40-41). In studying the impact of EQ upon the life, the professor Daniel ·Gorman of Harvard university integrated the non-intelligence factors which determines one’s success into emotional quo tient. He believes that emotional intelligence includes self-awareness and self-control, perseverance, enthusiasm and self-motivation, empathy and social skills. Surely, there is much controversy about the definition of EQ in the psychological circle (1997: 48—50). But it is generally believed that EQ plays a key role in one’s study and career according to the psychological study. The higher one’s EQ is, the bigger the possibility of being successful in his studying and career; on the contrary, the possibility is smaller. However, how to distinguish the higher EQ from the lower?
2.1 The difference between the higher EQ and the lower
The difference between a high and low EQ lies in its ability to monitor different feelings and emotions. People with higher emotional intelligence is better able to manage and regulate their mood changes, to regulate mood changes to positive upbeat; people with lower emotional intelligence lack of the sensitivity to the changes of their own emotions and are not good at regulating their emotional changes so that they
develop their emotions freely in a wrong way, not good at regulating emotional changes to the beneficial side. According to the results of the psychological experiments, people with lower emotional intelligence is often easy to fall into some traps without even realizing them. They will damage the ability of doing things, undermine the confidence and respect of people and will be deprived the joys of their lives. They often behave emotionally like this: 1) wait for motivation and believe that motivation is ahead of action; 2) be eager to succeed and want the final results as soon as possible with little efforts; 3) excessive self-blame, fuss, self-complaint, self-scold;
4) make less effort and wait for good luck suddenly falling upon them; 5)criticize endlessly, spend time and energy in condemning others in face of troubles and spread others’ gossips; 6)be too mean about encouragement and not good at achieving their goals by the positive ways such as encouragement and praise; 7) stifle motivation and say few positive words; 8) Be dishonest, cover up and distort their true feelings of those to make others happy; 9) Fear of rejection, always hesitate to make their own requests bluntly, to worry about the exposure of their emotional weakness; 10) Give way to difficulties, doubt their own ability when encountering difficulties, and refuse to press forward in the face of difficulties. But people with higher EQ are different and they possess the ability of identifying their moods as well as others’ accurately. Furthermore, they have a deeper understanding about the causes and consequences of different emotions so that they are able to control their own emotions and keep them from being troubled by the negative emotions so as to think positively. They often behave emotionally like this: 1) do first and keep working normally no matter how their moods are; 2) persevere and know that learning takes time and the goal is achieved little by little, step by step; 3) go for all the works we can and achieve the final success by comparing with the successful people , setting a model and working hard; 4) pursue for a good opportunity, never delay things to tomorrow and address problems immediately; 5) remain optimistic and active attitude, minimize the negative effects of the environment and try to find a good opportunity for development and learning; 6) praise the achievements of others sincerely, encourage others to make efforts , give a sincere recognition and gratitude; 7) avoid arguing, reward other people’s support and help with praise and gratitude and give a lot of positive
affirmation; 8)be honest and straightforward to tell the truth and the real situation to others; 9) press forward in the face of difficulties without being confused by the dilemma, concentrate on their own things and turn the worries into the momentum for advance.(Arnold. J, 1999: 218—223).
3. Research Methodology
3.1 Subjects
To make the subjects of the quantitative research more representative, 60 Non-English majors in grade 2011 from 2 classes in Long Dong University were randomly sampled in an intact class. There are 21 boys, making up 35 percent while there are 39 girls accounting for 65 percent.
3.2 The Research Instruments
Quantitative and qualitative analysis are used to do the research, and the instrument of the quantitative research is a structured questionnaire which consists of two sections. The first section is about personal information, and the second is about how to test EQ. This questionnaire was adopted by Bar-On. In May 1998, Bar -On get the norm of Emotional Intelligence form the survey of 15000 people after 17 years of research around the world . It is the first scientific standardization EQ test, which is called emotional Quotient questionnaire (Bar-On Emotional Quotient) [EQ - I]. it is said that this is the most comprehensive Emotion Quotient theory,which is measuring 15 factors. Its reliability is r=0.89alpha.
3.3 Procedures and Data Collection
SPSS 19.0 for windows was used. SPSS is a comprehensive and flexible statistical analysis and management system which is easy to strategy use between high and low achievement groups, and the correlation between EQ and English achievement in non-English majors were analyzed with the aid of SPSS 19.0 for windows.
4.Findings and Data Analyses
4.1 Data Analyses
Table 1 it can be seen that the maximum of emotional intelligence is 131, while
the minimum is 55 from descriptive statistics. M ±SD is 94.2759 ±17.91578. According to the classification criteria in the questionnaire of emotional intelligence. The scores of EQ equals 150 or more than 150 are the highest EQ; 130-149 is a higher emotional intelligence; 90-129 is the lower emotional intelligence; 90 points or less than 90 is the lowest EQ; The number of high EQ in the questionnaire is 0; higher EQ is 2; the lower EQ is 33; the low EQ is 23.
Table 1
Non-English majors EQ descriptive statistics
N
Minimum
value
Maxim mean value Standard deviation EQ 58 55.00 131.00 94.2759 17.91578 Effective N (list state) 58
Table 2 is a group of male and female EQ and English performance Tables. The EQ mean value and standard deviation of males are M ± SD = 96.3333 ± 18.01481, while the females’ are M ± SD = 96.1081 ± 18.00121. They are approximate basically, so there are little difference. But the mean value and standard deviation of male students in English performance are M ±SD = ±13.08780 ±60.5952, while the female students’ are M ± SD = 68.7027 ± 7.19805. The statistical results show that: the female students do better than male students in English performance. The standard
Table 2
Non-English Majors male and female students EQ, English Performance statistics
Gender N mean value Standard deviation
The standard error of the
mean value EQ
Male 21 96.3333 18.01481 3.93115
Female 37 93.1081 18.00121 2.95938
English Performanc
e
Male 21 60.5952 13.08780 2.85599 Female 37 68.7027 7.19805 1.18335
deviation of male students in English performance is13.08780, which indicates that the English performance of male students have a great degree of dispersion, and there is a big difference among male students.
Table3
Non-English majors male and female EQ independent samples T-test
The variance
equation Levene
test
T-test of the mean equation
F Sig. t df
Sig.
(Bilate
ral)
mean
value
differen
ce
Standar
d error
values
95% confidence
interval of the
difference standard
error stars
Lower
limit
upper
limit
EQ Assuming
equal
variances
.134 .716 .656 56 .515 3.22523 4.91952 -6.62975
13.0802
0 Assuming
that the
variance is
not equal
.655
41.65
9
.516 3.22523 4.92056 -6.70728
13.1577
3
English performan
ce Assuming
equal
variances
6.004 .017 -3.053 56 .003
-8.1074
6
2.65571
-13.4274
8
-2.7874
5 Assuming
that the
variance is
not equal
-2.623
27.01
4
.014
-8.1074
6
3.09144
-14.4504
2
-1.7645
1
Table3 Independent samples T-test results show that: there is no significant difference between male and female students in emotional intelligence. Sig value (bilateral) are respective 0. 515, 0. 516, but there are significant differences in English performance between male and female students. Therefore, there are no significant
differences between male and female undergraduate students who are Non--English majors, but there are significant differences in English performance.
Table4
Non-English majors, low packet EQ, English performance Tables
Group statistics
Low /High N mean value
Standard
deviation
The
standard
error of the
mean value
Maximum Minimum
EQ Low-score
group
29 79.4483 9.30663 1.72820 94.00 55.00 High-scor
e group
29 109.1034 10.55376 1.95978 131.00 94.00
English performan
ce Low-score
group
29 64.8966 11.30137 2.09861 74.00 24.00 High-scor
e group
29 66.6379 9.54584 1.77262 81.50 39.50
Table 4 are about Non--English majors’EQ, the statistics scale of English performance, low score group and score group, according to EQ’s score of students, dividing into 2 groups by EQ’s scores’ degree of high or low, the first 29 students are separated high packet, the rest is called low packet. The mean value and standard deviation of high packet’s EQ are M ±SD = 109.1034 ±10.55376, the maximum value is 131.00 scores, and the minimum value is 94.00 scores; the mean value and standard deviation of English performance are M ±SD = 66.6379 ±9.54584, the maximum value is 81.50 scores, the minimum value is 24.00 scores. The mean value and standard deviation of l ow packet’s EQ are M ±SD = 79.4483 ±9.30663, the maximum value is 94.00 scores, the minimum value is 55.00 score; the mean value and standard deviation of English performance are M ± SD = 64.8966 ± 11.30137, the maximum value is 74.00 points, the minimum value is 24.00 points. The data in the table are about low packet’s EQ scores, and English performance’s standard deviation, which indicate that it has great degree of dispersion in scores reflecting there are
extremely significant differences between low packet students’EQ and English performance. The high packet’s EQ scores, English performance are higher than low packet, which tell us that the high packet students do better than low packet in both EQ and English performance.
Table5
Independent-sample tests
The variance
equation
Levene test
T-test of the mean equation
F Sig. t df.
Sig.
( Bilater
al)
Mean
differen
ce
Standar
d error
values
95% confidence
interval of the
difference
Lower
limit
upper
limit
EQ Assumin
g equal
variances
.727 .398
-11.34
9
56 .000
-29.655
17
2.6129
3
-34.8895
1
-24.4208
4 Assumin
g that the
variance
is not
equal
-11.34
9
55.137 .000
-29.655
17
2.6129
3
-34.8913
1
-24.4190
3
English Performan
ce Assumin
g equal
variances
.681 .413 -.634 56 .529
-1.7413
8
2.7470
6
-7.24441 3.76165
Assumin
g that the
variance
is not
equal
-.634 54.476 .529
-1.7413
8
2.7470
6
-7.24780 3.76505
Table 5 high or low packet independent samples T-test results show the extremely difference between high packet and low packet in EQ, the Sig. Value
(bilateral) is .529, which show the extremely difference between high packet and low packet students in EQ, the sig.value(bilateral) is .000, which shows that high packet and low packet students have extremely differences in EQ; there are also differences between high packet and low packet students in English performance, the Sig. Value (bilateral) is.529, which shows that there are no extremely significant differences between high and low packet students in English performance. Therefore,there are extremely significant differences between high packet and low packet students of Non-English Majors in EQ, but there are no significant differences between high packet and low packet students of Non-English majors in English performance.
Table6
A Correlation Study between EQ and English Performance
EQ English Performance
EQ
Pearson correlation 1 .097 Significant (two-sided) .000 N 58 58
English Performance
Pearson correlation .097 1 Significant (two-sided) .004
N 58 58
Table 6 is the correlational statistical results of Non-English Majors between EQ and English performance. From the table we can seen that the correlation coefficient between EQ and English performance is R=0.97,which reflects that there are completely positive correlation between EQ and English performance of Non-English Majors.It shows that EQ and English performance have extremely closed relationship,the level and changes of EQ will affect the English performance of Non-English Majors.
5. Conclusion
(1) General speaking, the EQ of Non-English majors reaches at a lower level according to the analysis; (2) There are not significant differences between male and
fe male students of Non English Majors in EQ, but there are significant differences in their English performance; (3) There are extremely significant differences between high-level and low-level students of Non-English Majors in EQ, but there are not significant differences between high-level and low-level students of Non-English majors in their English performance; (4) There are significantly positive correlation between EQ and English performance of Non-English Majors.
5.1 The Limitation of the Study
1. It’s the first time for the author to do the empirical research and he lacks of experience, so about the analysis of data statistics, there may be unavoidable shortcomings or mistakes.
2. This research is only limited to Non-English majors in Long dong university, the researching scope is narrow and the group is small. In the future research, it will be extended AP to all the research groups of university students to make the scope of the study more real and broader.
5.2 Suggestions for Non-English majors
Traditional college education pay more attention to the cultivation of students’ intellectual level. Due to the influence of traditional teaching methods, the development of the students’ ability is focusing on memory, analysis and thinking, which is not comprehensive and scientific obviously. (Wu Shujin, 2003: 82—83). Current school education emphasizes students’ quality education, including moral qualities, cultural qualities, professional qualities and physical and mental qualities. But it is the weakest link in the cultivation of students’ innovative qualities and psychological qualities of EQ. In order to improve the quality of college students’ ability, we should try to put the cultivation of students’ EQ into the overall education of the school; we should pay more attention to the cultivation of males’EQ level, because the level of EQ affects males more than females. Especially in peacetime, we always thought that the males are stronger than female in the control of emotion, and ignored the cultivation of males’ EQ. Education of EQ should serve for all students.
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