A Research On Learning Attitude And Its Influential Factors For Senior High School Students With Untapped Potentialities

The development of the senior high school students with untapped potentialities havebeen a hot issue, and a difficult issue of education as well. This study focus on learningattitude of senior high school students with untapped potentialities and its influencing factors,trying to provide a realistic theoretical basis for education. Aimed at learning attitude ofstudents with untapped potentialities, the study is conducted in three aspects.(1)Based on therelevant documents of learning attitude, the author combines interviews with openquestionnaires to compile the questionnaires on learning attitude of the senior high schoolstudents by using psychological statistics and measurement method, which can provide thereliable measuring tool for the further study of learning attitude of students with untappedpotentialities.(2)On the basis of the questionnaires on learning attitude of the senior highschool students, the achievement motivation scale and the emotional intelligence scale, theauthor finishes investigating the correlation between achievement motivation, emotionalintelligence and learning attitude, as well as their predictive effect on learning attitude.(3)Inaccordance with the dimensions set by the self-compiled questionnaires on learning attitude ofthe senior high school students, the scheme of IAT implicit association test is designed to doresearch on their implicit learning attitude. Though analysis and comparison of their explicitlearning attitude in the questionnaires, the author makes clear the differences and reasonsbetween explicit learning attitude and implicit learning attitude of high students with untappedpotentialities, which provides the scientific basis for the transformation and education of highschool students with untapped potentialities. The results are as follow:(1) The questionnaires on learning attitude of senior high school students have good reliabilityand validity. After exploratory factors are analyzed, reliability and validity are checked, theauthor comes to the conclusion that learning attitude of senior high school students consists ofthree dimensions: learning emotion, cognition and learning intention.(2) In terms of learning attitude and emotional intelligence, there is significant differencebetween the excellent students and students with untapped potentialities. The excellentstudents are generally superior to the students with untapped potentialities. However, there isnot much difference in the achievement motivation between two different kinds of students.(3) There exists obvious correlation among learning attitude, achievement motivation and emotional intelligence of students with untapped potentialities. Tendency of successdimensions of Achievement motivation and emotional intelligence can reflect and predict thelevel of learning attitude.(4) There is no significant difference in implicit learning attitude between the excellentstudents and the students with untapped potentialities. The students of different genders havestriking difference in implicit learning attitudes. Female students are superior to the malestudents. For students with untapped potentialities, being in different grades doesn’t mean anydifference in implicit learning attitude.(5) The certain difference exists in explicit learning attitude and implicit learning attitude ofhigh school students with untapped potentialities. Through the interview survey, the authorfinds that the difference comes from the internal factors such as individual experience offailure and external factors such as the negative evaluation.