Research On The Status Quo And Improvement Of Academic Ability Beliefs Of Primary School Student

Academic ability beliefs are students’ cognition and evaluation of their own ability level,their expectations of whether they can successfully handle difficult tasks,and their confidence in whether they can control the learning process or learning results.It is closely related to students’ study and life,and affects students’ academic performance,learning methods,selection and persistence of related courses,and career choices.Higher levels of academic ability beliefs were associated with positive self-talk,a common form of self-encouragement.In order to understand the status quo of Chinese primary school students’ academic ability beliefs and improve their academic ability belief levels,the self-compiled primary school students’ academic ability belief scale was used to investigate the current situation of 3-6 grades of primary school students’ academic ability beliefs,and among them,4th grade students were selected as positive self-confidence.Dialogue intervention to explore the effects of two different forms of active self-talk on beliefs about academic ability among elementary school students.The results of the study are as follows:1.The reliability and validity of the self-compiled primary school students’ academic ability belief scale is good.2.The overall belief in academic ability of primary school students is at a high level.3.The main effects of school area and grade are significant for good learning ability scores,and the interaction between school area and grade is significant,as shown in the fact that the scores of urban primary school students are higher than those of rural primary school students,and the scores of middle grade students are higher than those of senior grade students.4.The main effects of positive self-expectation score of school region and grade are significant,as shown in that the scores of urban primary school students are higher than those of rural primary school students,the scores of middle-grade students are higher than those of senior students,and the interaction between school region and grade is not significant.5.The main effects of school region and grade are significant controlling the expected score,and the interaction between school region and grade is significant,as shown in that the scores of urban primary school students are higher than those of rural primary school students,and the scores of middle-grade students are higher than those of senior students.6.The main effects of school area and grade level are significant in the total score of academic ability belief,and the interaction effect between school area and grade level is significant,which shows that the score of urban primary school students is higher than that of rural primary school students,and the scores of middle grade students are higher than those of senior grade students.7.After the intervention,the students’ academic ability belief level in the self-talk experimental group was significantly improved compared with the pre-test.8.After the intervention,the students’ academic ability belief level in the effort self-talk experimental group was significantly higher than the post-tested academic ability belief level of the ability self-talk experimental group and the control group.