Exploratory Study Of High School Bad Academic Achievement Psychological Factors

How to Anprove the achievemenis of underaChiever is long interested by theresearchers in educational psychology Only by making c1ear the factors that affect theirachievements and their developing law can we provide t6achers with scientific basis,and help them ceq out effective teaching methods. Many facors causeunderachievements, inc1uding individua and environmena1 ones, and the former Whichincludes many imPOtalt psychological factOrs, such as 1edring strategy, non-intel1ectual, priorAnowedge and intelligence etc. play greater role than the latter inacdemic work. The old researches mainly focus on the infiuence of a certain factor, andfew study these forc facors together systematically in resent years, reasearches on theinfluence of muitifactor have aPpeared, bat their conclusions are only the deductionbased oll speculation and lack substanial evidences. This very report has tried to makere1atively scientific research about undeerachieverers' many psychologicai variables,and found out the interaction among them and discussed their varying degrees of theirinfluences. This report also touches uPon the specal actional mechansm thesevedables, Which can provide psychological basis for educational and teaching activities.We have verified and revised the surveying tools, and the results show that thequestiomlaire on leaming strategy and the subjective queshonnaire both have betterre1iability and effectiveness, and they can check: up the 1eaming strategy and non-intelligence factors of the underachiever.The report has investigated 248 high middle schoo1 undrachievers and st'Udiedtheir individual psychological factOrs by means of multifader analysis, pltualisticregression, and ana1ysis about ways and means, and then we can draw conclusions asfOllows:1 .The individual psychological factors of the underahieverers and the consequentinfluence and mechanism on their achievements are different from the common students.2.They have outstanding differences in school type in learning stratery, non-intelligence, priorknowledge, etc. parts of learning strategy have srtiking gender difference but not in non-intelligence,priorknowledge and intelligent levels.3.They have very outstanding differences from the excellent students in learning strategy, non-intelligence; and the levels of learning strategy and non-intelligence factor of the former are obviously as good as those of the latter.4.These three variables ,learning strategy, non-intelligence factor and priorknowledge, can cause direct effects on their achievements; the first one is priorkowledge, the secongd non-intelligencefactor and the last one is learning strategy according to the degree of the influence caused by them.5.Non-intelligence factor, prior knowledge and intelligence factor can cause striking indirect effects on their achievements by learning strategy , and non-intelligencefactor alse cause indirect effect by prior knowledge.