情绪智力和学业成绩医.docVIP

课程名称 学术英语写作 开课时间 2009年9月12日-2010年1月5日 学院 外语学院 学科专业 学科教学（英语） 学号 2006212025 姓名 张海啸 学位类别 教育硕士 任课教师 黄小苹 交稿日期 2010年3月5日 成绩 评阅日期 评阅教师 签名 浙江师范大学研究生学院制 Exploring the Relationship between Emotional Intelligence and Academic Achievement of High School Students in Rural Areas: A Literature Review Zhang Haixiao M.Ed. Candidate of Subject Teaching (English, 2010)，Foreign Language College of ZNU 1. Introduction Academic achievement is undoubtedly a research concerned by educators and investigators. In their attempt to survey what determines academic achievements of learners, they have come with variables, such as motivation (Clément, D?rnyei Noels, 1994), parental involvement (Comer, 1984), anxiety (Fathi-Ashtiani, Tarkhorani, Ejei Khodapanahi, 2007) factors. More recently, another emerging dimension to the determinant of academic achievement is cognitive skills and personality, as Parker, Creque, Harris, Majeski, Wool, and Hogan (2004) have found that much of the previous studies have focused on the impact of demographic and socio-psychological variables on academic achievement. In spite of the seeming exhaustiveness of literature on the determinants of academic achievement of learners, there seems to be more area of interests to be investigated. The awareness towards the importance of the role of emotional intelligence sparked numerous studies which are interconnected with human emotions in various aspects of life, such as career and education. For instance, Barchard noted that the factor of emotional intelligence is looked as one of the factors that influence students’ learning process (2003). In China, academic achievement of high school students is always assessed by the scores of examination, especially the National College Entrance Examination, the result of which determ