A Development Study On Self-esteem And Mental Health Of Middle School Students With Low-achievement In Physics

Aim at finding out our middle school students'psychological characteristics with low-achievement in physics, making the bad status of middle school students'physics learning better, enriching physics learning theory and psychological theory, one step further promoting the enhancement of physics teaching quality in middle schools, based on the previous studies by others, this study adopted standardizing scales, such as Rosenberg Self-Esteem Scale, the questionnaire of academic self-efficiency, Middle School Students'Mental Health Scale and adolescent subjective well-being scale and Implicit Association Test , and used 289 middle school students from 4 grades as subjects. The study investigated the percentage of middle school students with low-achievement in physics and its forming reasons, also studied the grade differences and gender differences in the level of general self-esteem, the level of self-esteem in academic domain, and the level of implicit self-esteem of middle school students, in addition, this study explored the relationships betweem self-esteem levels of middle school students with low-achievement in physics and their mental health. The results showed:1. The percentage of middle school students with low-achievement in physics is 15.23 among all students. Low-achievement in physics which students thought about are caused by several reasons, such as cognition factors(47.55%), interest and motivation(18.88%), emotion and attitude(16.08%), will and effort(14.69%), and school education(9.79%) as well.2. General self-esteem of middle school students with low-achievement in physics has difference in grades insignificantly, but students'self-esteem in academic and implicit self-esteem have significant difference in grades, and with the grades increasing, development trends of the two descend. Self-esteem of middle school students with low-achievement in physics has insignificant difference in gender.3. Middle school students with low-achievement in physics and students with high -achievement in physics have significant difference in the level of self-esteem in academic domain and the consistency between explicit self-esteem and implicit self-esteem.4. Difference in grades on the positive emotion of middle school students with low-achievement in physics is significant, with the grades increasing, the positive emotion descends. Except academic satisfaction, the mental health of middle school students with low-achievement in physics has insignificant difference in gender. 5. General self-esteem and self-esteem in academic domain, which is explicit self-esteem, are correlated with mental health significantly, while implicit self-esteem of middle school students with low self-esteem is correlated with mental health insignificantly.6. General self-esteem and self-esteem in academic domain, which is explicit self-esteem, have good predict effect on mental health.7. The mental health of middle school students'with low-achievement in physics is significant in different self-esteem structures.8. The consistency between explicit self-esteem and implicit self-esteem of middle school students with low self-esteem is correlated with mental health significantly.