The Study Of The Relations Of Self-concept, Academic Emotions And Foreign Language Learning Performance In The Freshmen Of Medical University

Objectives:1. To understand the current situation of freshmen’s self-concept, academic emotions and foreign language learning performance in medical universities and then explore their imaging factors in foreign language learning performance;2. To study the relations of self-concept, academic emotions and foreign language learning performance in the freshmen of medical universities;3. To study the effect of self-concept group counseling’s improvement to self-concept,academic emotions and foreign language learning performance in freshmen of medical universities.Methodologies:1. Doing investigation:there use the following four research tools in this investigation: Tennessee Self-Concept Scale, College students’ general academic emotion questionnaire, College students’ foreign language learning performance questionnaire and Self-designed general information questionnaire. By doing questionnaire survey to a total of 1300 freshmen of clinical medicine, preventive medicine, pharmacy, nursing etc. in eight new departments, it preliminary learns the recent situation of self-concept, academic emotions and foreign language learning performance in freshmen of medical universities,and then analyze the affecting factors about foreign language learning performance.Meanwhile, doing further studies of the relations of self-concept, academic emotions and foreign language learning performance, and doing research on the internal mechanism to complete the self concept of learning performance in foreign language.2. Doing intervention: there selected 70 students from the lower foreign language learning performance group. They are divided into intervention group and contrast group.Based on the results of investigation above, the emotional intelligence grouping counseling which fit for the psychological characteristics of medical universities’ freshmen are designed. It gives the intervention group the group counseling for 8 times, 90 minutes eachtime, while doing nothing to the contrast group. After finishing all items, the corresponding course guidance should be arranged for contrast group.3. Doing measurement:do measurement a week before group counseling and after that by using college students’ general academic emotion questionnaire,Tennessee Self-Concept Scale and college students’ foreign language learning performance questionnaire. Matched samples t test and independent samples t test methods are used to analyze the data.Findings:Findings of doing investigation: Using the mean and the standard difference to describe the current situation, at the same time, using the independent samples t test, single factor analysis of variance, post-test(LSD), correlation and multiple linear regression, and structural equation model to do statitical inference, the results show:(1) The total score of self-concept in freshmen of medical universities is258.68±23.94. The total score of self-concept are different because of gender(t=-2.268,p<0.05) whether he/she attended key high school or not(t=3.839, p<0.05) and whether he/she was student cadre or not(t=6.960, p<0.05).(2) The negative low awaken of academic emotions in freshmen of medical universities is different for gender(t=2.680, p<0.05), while negative high awaken is different for their birthplace. Positive high awaken、positive low awaken and negative low awaken are different owing to whether he/she attended key high school or not and whether he/she was student cadre or not. Negative high awaken is different owing to whether he/she is only child(t=-2.789, p<0.05). The academic emotions of different majors are different(p<0.05).(3) The foreign language learning performance in freshmen of medical universities has no difference in gender(p>0.05). The learning motivation has no difference in birthplace and whether he/she is the only child or not(p>0.05). But the other three dimensions has difference in birth place and whether he/she is the only child or not(p<0.05). The foreign language learning performance in freshmen of medical universities has difference in whether he/she attended key high school or not and whether he/she was student cadre or not(p<0.05). Their ability to adapt the learning environment keeps no difference in major(p>0.05), while the other three dimensions has difference(p<0.05).(4) Self-concept, academic emotions and foreign language learning performance in freshmen of medical universities are correlated obviously(p<0.01). The first two has a prediction, in some degree, to foreign language learning performance(p>0.05).Self concept can not only directly predict the performance of foreign language learning performance(χ2/df=4.563; GFI =0.94; AGFI=0.91; NFI=0.94; IFI=0.95; CFI=0.98; PGFI=0.58;p<0.001), but also can learn then directly predict foreign language learning performance through academic emotions(χ2/df=8.856; GFI =0.91; AGFI =0.86;NFI=0.93; IFI=0.93; CFI=0.93; PGFI=0.60; p<0.001). Academic emotions play a intermediary role between self-concept and foreign language learning performance.2、Using paired samples t test, independent samples t test and other statistical methods to do comparsion of the pre-test and post-test within and between intervention group and contrast group. It finds:(1) By comparing in self-concept group, it thinks that in the intervention group, the total score of psychological self(t=-7.536, p<0.001), social self(t=-8.949, p<0.001),self-criticism(t=7.628, p<0.001) and self-concept(t=-8.949, p<0.001) are significantly different(p<0.05). But there has no obvious difference in contrast group(p>0.05). By comparing between groups, the added value of psychological self and social self is significantly are higher than the control group(p<0.05), while decrease of self-criticism are significantly greater then contrast group(t=-7.065, p<0.05).(2) By comparing in academic emotion group, it thinks that in the intervention group,the post-test of positive low awaken(t=-2.835, p<0.05) and positive high awaken(t=-2.845,p<0.05) are higher then pre-test. But post-test of negative low awaken(t=2.919, p<0.05)and negative high awaken(t=3.039, p<0.05) are lower then pre-test obviously. There has no big difference in contrast group(p>0.05). By comparing between groups, the added value of positive high awaken and positive low awaken are higher than contrast group(p<0.05), but the decrease of negative high awaken and negative low awaken are greater than contrast group(p<0.05).(3) By comparing in foreign language learning performance group, the variation of intervention group’s learning motivation(t=10.560, p<0.001), the abilities of applying language knowledge(t=-3.300, p<0.05) and of adapting the learning environment(t=-19.654, p<0.001)are obviously higher than pre-test. In the contrast group, there are significant differences in the ability to adapt to the learning environment(t=-2.166,p<0.05), and there was no significant difference in the other dimensions(p>0.05). Bycomparing between groups, the added value of the variation of intervention group’s learning motivation, the abilities of applying language knowledge and of adapting the learning environment are higher contrast group(p<0.05).Conclusion:(1) medical universities’ freshmen’s self-concept and academic emotion is one of the most important factors in the foreign language learning performance.(2) medical universities’ freshmen’s The self-concept can not only directly predict the foreign language learning performance, but also indirectly predict the foreign language learning performance. Academic emotions play an intermediary role.(3) Self-concept group counseling has some effect on improving medical universities’ freshmen’s self-concept, academic emotion and foreign language learning performance. By intervening in group counseling, self-concept, academic emotion and foreign language learning performance are all improved.