Disadvantaged Children Personality And Learning Strategies, The Relationship Between Academic Performance

The personality factor plays an important role in the academic performance. Personality difference includes intelligence, ability, attitude, temperament and character, and so on. Currently, domestic research on the students' academic performance is mostly concentrated in the creativity, intelligence and ability, rarely involved in the impact of personality on the students' achievement.However, the personality factor is most meaningful psychological characteristics, it is shown in real and stable attitudes and habitual behavior, which correlates with personal' cognitive style and academic performance. At present, some research in disadvantaged children think that the personality factor of disadvantaged children and better status children is different because their disadvantaged status in the economic, culture and social rights.This study takes learning strategies as intermediate variable, explore their relations among personality factor, learning strategies and academic performance in disadvantaged children. On the one hand, we can give more equal evaluations on students' learning situation; on the other hand, we can explore the teaching mode suitable for disadvantaged children based on different factors, trying to develop everyone's potential capability and personal superiority, thus carry out personalized education in real sense.The study come from the poverty-stricken area, conduced a questionnaire survey to 568 economically disadvantaged four-six grade students by five factors personality questionnaire in children and adolescents, the questionnaire of learning strategies and academic self-efficacy questionnaire, and constructed structural equation model. The conclusions are as follows:(1) There are difference in gender and grade on the children's personality characters and use of learning strategies. The girls' scores on agreement and conscientiousness are significantly higher than that of boys, and girls use much more repeated strategy. There are significant differences in agreeableness, conscientiousness, openness and three learning strategies (repeated strategy, strategy and organization strategy).(2) Father's education level has significantly impact on students' repeated and organizational strategies. The higher father's education level, the more strategies children use, and their capacity of setting learning objectives and plans, and vice versa. Mother's education level has no noticeable impact on children's learning strategy. (3) The personality factor has certain prediction on academic performance. There are significantly positive correlation between Extraversion, agreeableness, conscientiousness, openness and academic performance. There are negative trend between Emotional stableness and academic performance, but did not reach a statistically significant level. Cautiousness has significantly positive prediction on academic performance.(4) Personality factor has a direct impact on learning strategies and indirect impact on academic performance through learning strategies. There are significantly positive correlation between extraversion, agreeableness, conscientiousness, openness and academic performance; there are significantly negative correlation between Emotional stableness and academic performance. The five personality dimensions have significantly prediction on learning strategies.(5) Apart from direct impact on the students' academic performance, the personality factor has also indirect impact through learning strategies and academic self-efficacy.(6) Academic self-efficacy and learning strategies affect each other. The prediction of Academic self-efficacy on academic performance is stronger than that of learning strategy.