Research On Influences Of Minority University Students’ Admission Results To Academic Achievement Scores Of Xinjiang

With college enrollment of higher education, China has already entered the popular stage. Limited educational resources at this stage can not meet the expanding scale of students, at the same time the level of school training began unable to adapt to the changing needs of the community, the Higher Education Quality of China has problems, Minority Higher Education Quality also has problems. In recent years,regardless of ethnic education are inclined to be concerned with policy support, teacher training. But there is still great gap in the quality of education, minority students’ academic achievement is generally lower than the Han. The researchers are widespread concern and discussion of the topics like how to close the gap between education and improve academic achievement of minority, provide high quality talent for the society and on.This paper, minority students in Xinjiang is the main object of study, the influence of admission results to academic achievement as the main research content, in the final definition of academic achievement which will be divided into academic, development of capacity, the development of self-concept. Based on student participation theory, student development theory, achievement attribution theory.Investigated the nine Universities 1208 students’ admission results of Xinjiang, and academic achievement of minority students, some college students and instructors minority-depth interviews, described minority Students’ academic achievement scores and admission results situation, and then to the different variables use variance analysis, correlation analysis, regression analysis, explore the influence of Minority Students enrolled for academic achievement scores, concluded as follow:Firstly, Minority College Students’ grades are lower than Han college students during the school’s academic performance. From grades distribution, Students in school grades showed an upward trend, and increasing with grade, Minority and Han students’ achievement gap are gradually narrowed. Compared to the Han students, minority students’ academic performance is still relatively lacking stability. Students of all ethnic are differences in academic achievement significantly.Secondly, Minority College Students’ development of school capacity is lower than Han College Students’ Ability. Students of all ethnic groups in Xinjiang have tended to acquire the ability to develop knowledge, learning all kinds of technical expertise. For the development and application of knowledge in terms of capacity, Minority College Students in school are not keen on the development of the political landscape, earn rewards with the level of class, department level awards, actively participate in school activities is also lower than the Han College Students. In terms of the development of learning management capabilities, The level of reading books is also lower than the Han students. But in the development of critical thinking, active learning, effective cooperation with others, a clear future development planning are higher than the Han students, for general education knowledge, organization and leadership ability has a low self-evaluation.Thirdly, the evelopment of self-concept in Xinjiang of minority college students is better than Hanstudents’ self concept.Significant differences between the various ethnic groups.Fourthly, there are no significant differences with Minority College Students’ admission scores to the development of self-concept and academic achievement, but significantly associated with the development of capabilities.Finally, Minority College Students admission scores have a significant impact on the development of capacity, admission score to capacity development has a negative impact.Admission score one point for each increase, the average reduction of capacity development 0.220 points. And male gender, professional type of natural sciences as affecting minority college students most, this will improve the academic achievement of minority students in Xinjiang during the school has a role in prediction and guidance.