FeiYang Jin Chufeng Gu Yu Li ^*

• BNU-HKBU United International College, Zhuhai, China

Recent years have witnessed extensive research examining the influences of positive psychological factors in foreign language learning. Building on these endeavors, the current study was specifically designed to examine how positive psychological factors including trait emotional intelligence (TEI) and academic self-efficacy, and foreign language anxiety (FLA) exert influences on foreign language performance in college students who are learning a foreign language. To this end, 203 Chinese college students (141 women) recruited by snowball sampling completed three validated questionnaires for measuring their TEI (Trait Emotional Intelligence Questionnaire -Short Form), academic self-efficacy (the Chinese version of the Academic Self-Efficacy Questionnaire), and FLA levels (the Chinese version of Foreign Language Classroom Anxiety Scale), and an in-house self-rating questionnaire for estimating their self-perceived foreign language performance. Mediation analysis was used to examine whether and how academic self-efficacy, and FLA levels contribute separately and interactively to the relationship between TEI and foreign language performance. The results showed that: (a) there were moderate to strong associations between TEI, academic selfefficacy, FLA levels, and their self-perceived foreign language performance; (b) academic self-efficacy and FLA levels played separate and sequential mediating roles between TEI and perceived foreign language performance. Together, these findings highlight how TEI, academic self-efficacy, and FLA levels contribute to foreign language performance in college students learning a foreign language, and also point out the possibility of the application of these positive psychological factors to mitigating anxiety elicited by learning a foreign language and improving language performance.