A Research Of The Relationship Between Elementary School Students' Mental Quality And Their Academic Achievemnt

Major: Developmental and Educational Psychology Speciality: Teaching Psychology Supervisor: Professor Zhang Dajun Author: Liu Yanlin abstract As the educational quality promoting in the schools in China, mental quality education is becoming more and more important in quality education, the study of mental quality education has become the focus of pedagogy and psychology in China. Comparatively speaking, the forwarding of the relationship between mental quality and students?academic achievement are much less. This dissertation, based on the available studies, takes the concept of viewing the elementary and middle school students?mental quality structure as a whole as the starting point, probes into the relationship between elementary school students?mental quality and their academic achievement. The logic of the study is from theory analysis to instrument designing, to measurement implementation, then to relationship analysis. According to the relevant theories it forwards the definition of mental quality structure, designs the measurement of knowing elementary school students?mental quality, and then implements it to have the group measurement of the elementary school students?mental quality in eight schools such as Chaoyang Elementary School in Beibei District, the First Experimental Elementary School of Chongqing. At last it II employs variance analysis (ANOVA), Cluster analysis and regression analysis to analyses the relationship between elementary school students?mental quality and their academic achievement. The result shows (1) generally spealdng, the mental quality of top academic achievement group is the best, and the mental quality of middle academic achievement group is better than that of bottom academic achievement group. (2) According to the grades, elementary school students?mental quality varies in different grades and in different academic achievement groups. (3) The relationship between elementary school students?mental quality and their academic achievement is direct ratio, i.e., most of the students of top academic achievement group are the ones that have the best mental quality, and the students of middle and bottom academic achievement groups are in the bad mental quality level. (4) Generally speaking, the mechanism of elementary school students?mental quality抯 influence upon their academic achievement is as follows. Cognition and individuality dimensions effects the academic achievement directly ; both are mediums to each other and effect students?academic achievement indirectly ; adaptation dimension effects students?academic achievement indirectly through the cognition and individuality dimensions.(5)According to the academic achievement groups ?to the top elementary students of academic achievement, individuality dimension effects academic achievement directly , cognition and adaptation dimensions academic achievement indirectly; to the elementary students of middle academic achievement, cognition, individuality and adaptation dimensions effect academic achievement directly , and the three dimensions as variable mediums to one another , effect academic achievement indirectly ; to the elementary students of bottom academic achievement, cognition dimension effects academic achievement directly, individuality and adaptation dimensions effect academic achiev...