An Investigation into Senior High School Students’ Psychological Quality and Its Relationship with Their English Performance

Abstract

The psychological quality is a stable, basic and derivative psychological character, and is a dynamic organization composed of four subs -systems of cognition, personality psychology, mental health and social adaptation. Foreign and domestic scholars have done plenty of researches on the relationship between the academic performance and several main sub-dimensions of psychological quality such as responsibility, methods, initiative and confidence. Based on the previous studies, the study aims to investigate the general situation of senior high school students' psychological quality; How does English performance correlate with psychological quality and its eleven dimensions; What is the difference between high-proficient English learners and the low-proficient English learners in terms of the psychological quality and its eleven dimensions? The results show that the middle high school students have a relatively positive psychological quality; there is a positive and strong correlation between psychological quality and English performance. As for its eleven dimensions, the results show that there is a positively and strongly correlation between English performance and initiative, self-confidence, responsibility, self-control, methods, independence and persistence. There is a correlation between English performance and monitoring, frustration endurance and independence, which is not as strong as the above dimensions. And there is no correlation between English performance and thinking ability and innovation; there exist significantly difference between high-proficient and low-proficient English students in psychological quality, initiative, self-confidence, responsibility, self-control, methods, persistence, monitoring and frustration endurance. However，no difference has been found between high-proficient and low-proficient English students in independence, thinking ability and innovation.

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“…Laguador (2013) also stated that, attitudes that incite positive behavior can help a student take initiative to perform additional tasks. In addition, previous research by Jin & Lin (2018) proved that have correlation between attitude and student's initiative based on the statement that the students who have high initiative will be more diligent than the low initiative students. Study by Osborne & Dillon (2008) also show that have the relationship between students' attitudes with students' initiative.…”