The Relationship Among Development Assets, Problem Behaviors, Education Value And Academic Achievement Of The High School

In the1990s, as Positive Youth Development (PYD) was put forward, the frequency of theword “Development Assets” in all the factor vocabularies to promote the adolescentdevelopment is quite high, because this model reveal the psychological mechanism of thedevelopment of adolescent health under the interaction among family, society, schools and otherecological background, abandon the separated “defect” between existing research backgroundfactors. As a high school student at the age of15to18, their psychological changes fall behind inthe relative physiological changes, it is easy for them to cause problem behaviors in the face ofthe college entrance examination entrance pressure; and education value and academicachievement is the very important indicators of students learning. Therefore, this study intends toexplore the relationship among the development assets, problem behaviors, education value, andthe academic achievement, researchers have already studied in the junior middle school andprimary school groups, but no one has measured on high school students groups.This study randomly selected600students as the research objects from two classes of eachgrade in two high schools of Changqing area, and questionnaire surveyed them with thequestionnaire of development assets, education usefulness and youth behavior scale. UseSPSS13.0to data analyze useful541questionnaire, the following conclusions:(1)The development assets total has significant difference in grade and gender, then that of theseniors is significantly higher than junior, that of boys is higher than girls.(2)Problem behaviors of high school students score has significant differences in gender, that ofboys is significantly higher than girls, there are widespread academic maladjustment and testanxiety of wrongdoing in high school students, other problem behaviors are not obvious.(3)Between the development assets total of high school students, internal resources,externalresources and problem behaviors, introversion problem behaviors, extroversion problembehaviors are significantly negative correlation; and there were significant positive correlation on education perceived value.(4)Between the external development assets of high school students and problem behaviors hassignificant negative predictive effect, has significant positive predictive effect on the educationvalue, but has no significant predictive effect on academic achievement.(5)Between the internal development assets of high school students and problem behaviors hassignificant negative predictive effect, has significant positive predictive effect on the educationvalue, and has significant positive predictive effect on academic achievement.