A Study of the Impact of Participant Characteristics on Educational Goals of After-School English Education Programs

This study aims to empirically examine the impact of after-school English education on elementary school students' self-concept, emotional intelligence, and self-expression concerning the objectives of after-school education. The analysis revealed that the self-concept and emotional intelligence of elementary students participating in after-school English education programs had a meaningful impact on the actual after-school education goals. Students with high self-concept and emotional intelligence were more successful in achieving English education goals through enhanced self-expression abilities. These findings indicate that psychological factors should be considered when designing after-school English education programs to boost students’motivation and achievement in learning English. The study demonstrates that self-concept and emotional intelligence can help achieve educational goals through the mediating effect of self-expression, indicating the importance of developing more in-depth educational strategies in the educational field. This study analyzes the effects of after-school English education on elementary school students in China. As the research was conducted within a specific educational environment in China, there are limitations in generalizing the results to other regions or educational contexts.