The Effect of Self-identity and Positive Emotion Intervention on College Students' English Reading Study on the Correlation between Test Scores

Abstract

The aim of this study was to investigate the impact of self-identification and positive emotion intervention on college students' English reading comprehension. In the context of globalization, proficiency in English reading is crucial for effective cross-cultural communication and career advancement. However, previous research has primarily focused on the influence of self-efficacy on long-term learning, neglecting the examination-specific utilization of psychological adjustment strategies (such as positive emotional intervention) and its correlation with test performance and scores among students. Therefore, this study posits that through psychological adjustment and alleviation of test anxiety, positive emotional intervention and self-identification can facilitate improvements in English reading comprehension skills as well as enhance test coping abilities. A total of 61 non-English major college students were randomly selected and divided into two groups: “moderate self-identification group” and “high self-identification group”. Each group was further subdivided into an intervention group and a control group. The statistical software SPSS was employed to conduct descriptive statistics, correlation analysis, cluster analysis, and difference analysis in order to elucidate the relationship between positive emotions, self-identification, and English reading scores. These findings aim to provide novel insights for both the education industry and the psychological field. The results revealed that positive emotion intervention significantly influenced students' English reading test scores across different levels of self-identification. Specifically, students with a moderate level of self-identification exhibited improved performance after receiving positive emotion intervention, whereas those with a high level of self-identification maintained better performance without additional situational motivation. Furthermore, it was observed that reading materials of varying difficulty levels also impacted reading comprehension at an intermediate level of English proficiency. Overall, this study confirms the efficacy of positive emotion intervention in assisting students in effectively coping with challenges and enhancing their accuracy.