Study On Relations Among Students' Personality Trait, Self-efficiency, Study Strategies, Motive And School Achievement In Th

The study rested on 16PF,self-efficiency scale, study strategy scale and motive level scale is to try a test paper for 357 students in the middle schools. By analyzing the outcome of the investigation, it can be concluded in the following respects.First, schoolgirls' general development level of 16 sides is higher than schoolboys' concerning personality trait, in which there are probably two reasons: one is the difference of physical mature level between schoolboys and schoolgirls in this stage, and another is schoolboys and schoolgirls carried out differently sexual distinction education in the process of education.Second, there is no obvious difference between schoolboys and schoolgirls in each side of self-efficiency level, study strategy practice and motive. Namely, their development levels are showing no difference. Therefore, we can say that sexual distinction is not the main reason resulting in achievement differentiation. Self-efficiency level, practice of deep processing strategy in study strategies, study non-organization level and persistence level in the factor of motive are markedly different in different types of schools. Except for organization level, in general, key middle schools' conditions are higher than that of middle schools, city middle schools higher than rural middle schools. Father's education degree has an influence on student's study non-organization level.Third, pleasance, imagination, anxiety, experiment and independence are associated with students' achievements. Deep processing strategies in study strategies is connected with school achievement positively. Non-organization level is connected with school achievement negatively. Relation between self-efficiency and school achievement is pointedly positive. Relation between persistence dimension in the factor ofmotivation and school achievement shows noticeably positive too.Fourth, students who have various school work achievements show markedly different in the following respects as to personality trait, such as: stability, using strengthen, permanence, anxiety, experiment and tense. In three sides stability, permanence and experiment that play an active role to one's study, the number of excellent students is higher than others. In other inactive sides, the former is not higher than later. The better school work achievements, the higher self-efficiency. Various school achievements in the usage of deep processing strategies and study non-organization are different. In the respect of motive, students who have different school results express distinctly on the side of permanence. The thesis concludes that the differences among the levels of these factors leads to students' achievements differentiation.Finally, regression analysis indicates that these factors, self-efficiency, deep processing strategy and study permanence and non-organization, etc. have noticeable regression effect. By affecting those factors, personality trait has an influence on students' achievements indirectly. According to the results of the regression analysis, the thesis builds a path model of influences of personality trait, self-efficiency, study strategy and motive on student's achievements.