| Background Emotional intelligence means the personal psychological charac-teristics required to regulate and manage one’s own or other people’s emotion, to promote the development of thinking and intelligence, and to accomplish their emotional and affective activities. Along with the continuous appearance of new social problems, as the accelerating and transitional period of individuals’ physical and mental development, the junior high school period is the peak of pubertal development and also of great importance in the healthy development of the personality and psychology with great mental plasticity. So it is of theoretical and practical significance to pay attention to the development of emotional intelligence and self-directed learning.Objectives1. To explore and analyze the current situation and the characteristics of junior students’emotional intelligence in order to get related materials.2. To investigate the relationship between emotional intelligence, self-directed learning, and school achievement of junior students; And to probe into the mechanisms of action of these two factors on school achievement in order to provide evidence for improvement of junior students’school achievement.Methods The method of random cluster sampling was adopted. The two junior schools of urban and rural areas were regarded as the objects of cluster stratification sampling in Xinxiang. In total,983 students in thirty-five classes were tested. The students’age ranged from 10 to 16, with an average age of 13.66±0.68. All the students were tested with the general data questionnaire, emotional intelligence scale and self-directed learning readiness scale for the students to investigate the relationship between emotional intelligence, self-directed learning and school achievement of junior students and to probe into their mechanisms of action. All the data were encoded to build up an original database and were statistically analyzed with the SPSS software, including statistical methods of descriptive statistics, independent sample t-test, analysis of variance, Person correlation analysis, logistic regression and linear regression analysis etc. The test level is taken a=0.05 (bilateral test).Results1. In the aspect of emotional intelligence, The scores of self understanding and reasoning factor and emotion perception factor in schoolgirls were significantly higher than those in schoolboys(t=2.257, P=0.024;t=2.341, P=0.019).And the scores of self understanding and reasoning factor in first grade were significantly higher than those in second and third grades(t=4.191, P<0.001, t=2.428, P=0.015), that in third grade higher than second grade(t=2.017, P=0.044).The scores of emotion perception in first grade were significantly higher than those in second grade(t=2.827,P=0.005).2. In the aspect of self-directed learning, the scores of active learning, effective learning, loving learning and open learning in first grade were significantly higher than those in second grade and third grade(t=5.076, P<0.001;t=3.451, P=0.001; t=5.553, P<0.001, t=4.363; P<0.001; t=3.345, P=0.001; t=3.424, P=0.001; r=3.622, P<0.001; t=2.457, P=0.014). The scores of lifelong learning in first grade were significantly higher than those in second grade(t=2.743, P=0.006) and the scores of lazy learning in second grade and third grade were significantly higher than those in firstgrade(t=-4.371, P<0.001; t=-2.402, P=0.017).3. There is a significant positive correlation ship between all the factors in emotional intelligence including self-emotional understanding and reasoning etc and all the factors in self-directed learning except lazy learning factors. There is a significant positive correlation ship between emotion perception factors in emotional intelligence and all the factors in self-directed learning except lazy learning factors and a significant negative correlation ship between emotion perception factors and lazy learning factors. There is a significant positive correlation ship between all the factors in emotional intelligence and school achievement.4. Multiple stepwise regression analysis showed that self-emotion under-standing(X), emotional perception(X2), loving learning(X3), open learning(X4), lazy learning(X5) had stepped into the regression equation. They had remarkable predictive power for school achievement, and were able to predict 29.6%of variance of the resilience. The regression equation was-. Y=-6.770+0.652X1+0.323X2+0.947 X3-0.510 X4-0.911X5。5. The emotional intelligence can significantly predict junior students’school achievement (β=0.264, t=8.567; P<0.001) and positive self-directed learning tendency((β=0.698, t=30.500, P<0.001). When the positive self-directed learning tendency was put into the regression equation, the beta value of emotional intelligence is decreased from 0.264 to 0.019 (P=0.664), and the result is not significant, which shows that the positive self-directed learning plays an intermediary role between emotional intelligence and academic performance.Conclusions1. The scores of self understanding and reasoning factor and emotion perception factor in schoolgirls were significantly higher than those in schoolboys. And the scores of self understanding and reasoning factor and emotion perception factor in first grade and third grade were significantly higher than those in second grade. Emotional intelligence of junior school students in urban area was higher than that of students in rural area.2. To the self-directed leaning tendency, students in second grade had the lowest tendency of positive self-directed learning. The tendency of active learning and effective learning of students in urban area were higher than that of students in rural area. The positive self-directed leaning tendency of the only child of a family was higher than those who were not, revealing their advantages.3. The positively predicative power of loving learning to school achievement is the biggest, while the negatively predicative power of lazy learning to school achievement is the biggest.4. Emotional intelligence can significantly predict junior school students’ school achievements, and positive self-directed learning tendency. Positive self-directed learning tendency plays an intermediary role between emotional intelligence and school performance. |
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