Pupils With Special Talent Learning Engagement And The Relationship Between Self-concept

Under the background of diversified talents’ era, Pupils with special talent appeared and developed rapidly. In the school situation, they faced the double task of special skill training and cultural courses learning, especially in the important learning situations, but they haven’t recognized own various aspects objectively and comprehensively, avoided participation in competitive activities, and declined failure responsibility, so, resources which were gotten into study were reduced.Based on students with specialty as subjects, this study adopted the questionnaire investigation and researched the relationship among learning engagement, self-concept and avoidance motive, analyzing and discussing their mechanisms, and provided with reliable theoretical guidance for school eurhythmics management system. This study used the Utrecht Work Engagement Scale (UWES), Achievement Motive Scale (AMS) and Tennessee Self Concept Scale (TSCS) to measure, the results showed:(1) Students with specialty had higher scores than ordinary students in learning engagement and sub dimensions; students with specialty had higher scores than ordinary students in achievement motive and sub dimension. Compared with ordinary students, students with specialty showed more positive self-concept.(2) Among art students and sports students, art students had higher scores than sports students in each dimension of learning engagement, sports students’ achievement motive level was wholly higher than art students’, art students had more positive self concept level.(3) Self-concept, leaning engagement and avoidance motive correlated significantly, avoidance motivation played a partial mediating role between self-concept and learning engagement.Based on the above conclusions, this study made some suggestions and measures which alleviate students’ psychological difficulties and help their mental health:(1) Let students with specialty learn self-acceptance and active self-concept level, and gradually improve their psychological distress.(2) Let students actively engage in their own resources; improve learning engagement level to grow happily in the school situation.(3) Improve students with specialty achievement motivation level, helping them out of self-imposed psychological cage.