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The Relationship Between Trait Emotional Intelligence and L2 Motivation.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship Between Trait Emotional Intelligence and L2 Motivation./
作者:	Vuksanovic, Jelena.
面頁冊數:	1 online resource (211 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9781369769913

The Relationship Between Trait Emotional Intelligence and L2 Motivation.
Vuksanovic, Jelena.

The Relationship Between Trait Emotional Intelligence and L2 Motivation. - 1 online resource (211 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2017.

Includes bibliographical references

Motivation is considered an important factor in initiating and sustaining the second language (L2) process. Since learning an L2 can be seen as a lengthy process, one that needs sustained motivation over a long period of time, learners need to be able to successfully deal with their and others' emotions in order to generate and sustain their motivation for learning. The role of learners' emotions and trait emotional self-efficacy, or trait emotional intelligence (EI), in L2 motivation and language learning has been a relatively unexplored area. To fill this gap, the current study posed three research questions that addressed the relationship between L2 motivation and trait EI, which is based on the trait EI theory (Petrides, 2001) and deals with emotion-related self-perceptions, such as emotion control, emotion expression, empathy, and emotion perception (Petrides, 2001). As Dornyei (2009) proposed the L2 Motivational Self System (L2MSS) in response to the need to further develop the socio-educational model, the current study further tests the validation of a modified version of the L2MSS by investigating intermediate and advanced international English language learners from diverse backgrounds. Using a quantitative approach, this study examined (a) the relationship between the possible selves (the ideal/ought-to/anti-ought-to) and trait emotional intelligence, including the four broader factors: sociability, emotionality, well-being, self-control; and (b) to what extent can the four factors predict the three different selves, and (c) the relationship between L2 learning experience, possible selves, and trait EI. A total of 143 international ESL students enrolled in an English Language Program in the United States participated in the study. A possible selves questionnaire, L2 learning experience questionnaire, and trait emotional intelligence questionnaire (TEIQue SF) were administered. The underlying factors from the exploratory factor analysis performed on the possible selves questionnaire responses were 'the ideal L2 self', 'the ought-to L2 self', and 'the anti-ought-to L2 self.' The correlation analysis showed significant correlations between (a) trait EI and ideal/ought-to L2 self; (b) ideal L2 self and emotionality/sociability/well-being; (c) ought-to L2 self and emotionality/sociability/well-being; (d) anti-ought-to L2 self and emotionality; (e) L2 learning experience and trait EI; (f) the L2 learning experience and the ideal/anti-ought-to L2 self; (g) L2 learning experience and emotionality/sociability/well-being. A four predictor standard multiple regression model revealed that the trait EI sociability factor was the only significant predictor of the ideal L2 self. On the other hand, the trait EI emotionality factor was the only significant predictor of both the ought-to and anti-ought-to L2 selves. This study illustrates that there are important associations between L2 motivation and constructs of positive psychology, especially emotional intelligence, and that positive psychology might stimulate future L2 motivation research. Lastly, this study offers a number of implications for use of positive psychology in the SLA classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369769913Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship Between Trait Emotional Intelligence and L2 Motivation.
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520 $a Motivation is considered an important factor in initiating and sustaining the second language (L2) process. Since learning an L2 can be seen as a lengthy process, one that needs sustained motivation over a long period of time, learners need to be able to successfully deal with their and others' emotions in order to generate and sustain their motivation for learning. The role of learners' emotions and trait emotional self-efficacy, or trait emotional intelligence (EI), in L2 motivation and language learning has been a relatively unexplored area. To fill this gap, the current study posed three research questions that addressed the relationship between L2 motivation and trait EI, which is based on the trait EI theory (Petrides, 2001) and deals with emotion-related self-perceptions, such as emotion control, emotion expression, empathy, and emotion perception (Petrides, 2001). As Dornyei (2009) proposed the L2 Motivational Self System (L2MSS) in response to the need to further develop the socio-educational model, the current study further tests the validation of a modified version of the L2MSS by investigating intermediate and advanced international English language learners from diverse backgrounds. Using a quantitative approach, this study examined (a) the relationship between the possible selves (the ideal/ought-to/anti-ought-to) and trait emotional intelligence, including the four broader factors: sociability, emotionality, well-being, self-control; and (b) to what extent can the four factors predict the three different selves, and (c) the relationship between L2 learning experience, possible selves, and trait EI. A total of 143 international ESL students enrolled in an English Language Program in the United States participated in the study. A possible selves questionnaire, L2 learning experience questionnaire, and trait emotional intelligence questionnaire (TEIQue SF) were administered. The underlying factors from the exploratory factor analysis performed on the possible selves questionnaire responses were 'the ideal L2 self', 'the ought-to L2 self', and 'the anti-ought-to L2 self.' The correlation analysis showed significant correlations between (a) trait EI and ideal/ought-to L2 self; (b) ideal L2 self and emotionality/sociability/well-being; (c) ought-to L2 self and emotionality/sociability/well-being; (d) anti-ought-to L2 self and emotionality; (e) L2 learning experience and trait EI; (f) the L2 learning experience and the ideal/anti-ought-to L2 self; (g) L2 learning experience and emotionality/sociability/well-being. A four predictor standard multiple regression model revealed that the trait EI sociability factor was the only significant predictor of the ideal L2 self. On the other hand, the trait EI emotionality factor was the only significant predictor of both the ought-to and anti-ought-to L2 selves. This study illustrates that there are important associations between L2 motivation and constructs of positive psychology, especially emotional intelligence, and that positive psychology might stimulate future L2 motivation research. Lastly, this study offers a number of implications for use of positive psychology in the SLA classroom.
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