A Study On The Relationship Between Senior High School Students’ Psychological Quality And Their English Achievements In A Key School

Psychological quality is a comprehensive reflection of personality quality and psychological ability on the basis of heredity under the influence of education and environment.With the comprehensive promotion of quality education in China,the important role of psychological quality in quality education has become increasingly prominent.The study of psychological quality has become a hot topic in the current educational and psychological circles of China.In academia,many scholars have studied the correlation between psychological quality and achievement,but there are relatively few studies on its relationships with the English performance.On the basis of previous studies,this study explores the general situation of the psychological quality of senior high school students and further probes into its correlation with students’ English achievements.This study adopts two methods: psychological quality scale and interview.Through a survey of 139 senior high school students in a key high school,it draws the general characteristics of psychological quality of senior high school students,explores the correlation between psychological quality and English achievement,and further investigates the predictive factors for students’ English achievements.The data analysis shows that1)the total mean score of psychological quality is 3.6323,which is greater than 3.It shows that the overall level of psychological quality of senior high school students presents a positive state.For its eleven sub-dimensions,all sub-dimensions’ mean score is higher than 3.The first three respectively are initiative,self-confidence,independence while the last three are monitoring,thinking ability as well as innovation.And frustration endurance,responsibility,methods,persistence,self-control are in the middle.2)There are significant differences in psychological quality between high-proficient and low-proficient English learners.For its eleven sub-dimensions,there are significant differences in seven sub-dimensions including initiative,responsibility,self-confidence,persistence,methods,self-control and independence.3)According to the results,there is a significant correlation between Englishachievement and psychological quality,suggesting that the better the students’ p sychological quality is,the better their English achievements are.For its eleven sub-dimensions,there are eight sub-dimensions which have significant positivec orrelation with English achievement,including initiative,responsibility,self-confi dence,persistence,monitoring,methods,self-control,independence.4)Among the sub-dimensions that have significant correlation with English achievement,methods and self-confidence can predict English achievement through multiple regression analysis.Based on the above conclusions,we can easily find that students’ psychological quality plays a vital role in their English learning.In order to improve students’ psychological quality,in the daily language teaching,educators should pay attention to the cultivation of students’ psychological quality and its sub-dimensions,focus on the students’ achievements by enhancing students’ self-confidence and providing the students with effective methods to study English.