A Study on the Impact of Neuroticism on Academic English Learning Anxiety among Medical Postgraduate Students

The current study examined the impact of neuroticism on academic English learning anxiety among 228 medical postgraduate students. Neuroticism was measured using the Eysenck Personality Questionnaire (EPQ) Neuroticism Scale and an adapted Academic English Learning Anxiety Scale (Including medical scenario items). Correlation analysis, regression analysis, and independent sample T-test were used to elucidate the underlying mechanisms of neuroticism and academic English learning anxiety. Results showed a significant positive correlation between neuroticism and academic English learning anxiety (r = 0.64, p < 0.01), in which the high-neuroticism group exhibited significantly lower Heart Rate Variability (HRV) during the simulation task than the low-neuroticism group (t = 3.52, p < 0.01) as well as exhibited higher rates of rumination and more pronounced avoidance behaviors. This study confirmed that neuroticism exacerbates anxiety through a triple pathway: cognitive resource utilization, fear appraisal, and avoidance behaviors. Therefore, Cognitive Behavioral Intervention (CBI) and Situational Simulation Training (SST) are strongly recommended for postgraduate students with high neuroticism to mitigate the impact of anxiety on their medical academic English proficiency.