On The Correlation Between The Mental Health Of The Left-behind Junior Middle School Students In The Rural Areas And English Achievements

Since 1970s,Chinese urbanization is accelerated,rural emerged a large number of special groups-----rural left-behind children.Its scale continues to expand;they also get more and more attention.Rural left-behind junior middle school students' English learning is concerned.Previous scholars generally believe that compared with rural non-left-behind junior middle school students,their English is poorer.But most of researchers analyze the causes of their poor English and puts forward corresponding Suggestions from their learning status.So far,a few scholars study English learning situation from their mental health level.Paying attention to their mental health development can not only help them to improve the level of learning,but also is good for their psychological quality,and promote their all-round development.The purpose of this study is to understand mental health status differences between them and non-left-behind junior middle school students,compare mental health and English achievement of similarities and differences between them,and explore the relation between the mental health and English achievement in the rural left-behind students,in order to understand the rural left-behind junior school students' development better.The study used personal basic situation questionnaire,teacher interview questionnaire and "mental health diagnostic test(MHT)manual" as the measuring tool,SPSS 17 carries on the statistical to analyze the data.Get the following conclusions:(1)Compared with non-left behind middle school students,The overall mental health status of rural left-behind junior middle school students is lower.There are significant differences.(2)On the whole,their English achievements are worse than non-left-behind rural middle school students' English.There is significant difference.(3)There is no significant gender difference in English achievement.But in the mental health,in two dimensions(terror,allergic tendency),the rural left-behind middle school boy students are better than girl students.The girls are significantly better than the boys in the“Anxiety to man” and the “lonely tendency”.These are four dimensions are significant differences.(4)Between mental health and English scores,there is a significant negative correlation,that is,the higher the level of mental health(the lower the scale score),the better English performance.The psychological health level can predict English performance variance of4.3%.To sum up,there are different correlations between different dimensions and English achievements.Anxiety to man,loneliness and physical symptoms are significantly negatively related to the student's English achievement.Impulsive tendency was significantly correlated with the students' English achievement;learning anxiety and Terrorist tendency are not significant correlation with students' English achievement.According to regression analysis,We found that the anxiety to man and loneliness tendency have a direct impact on English.