Research On The Impact Of Non-cognitive Abilities On Educational Expectations Of Adolescents

Adolescents' educational expectations are the key factors affecting their final academic achievement and career achievement,and play an extremely important role in the growth of young people's learning and development.Educational expectations are gradual and concrete self-concept and value and also are the perceptions and expectations of individuals in achieving the highest academic diploma in the future.Educational expectations are a positive mental energy that inspires young people to be more brave in their academic success.Nowadays,mainly education expectation influencing factors' discussion focused on the macro aspects of family background,community environment and school environment,and it is lack of individual micro level research.Therefore,this paper aims to explore the impact of adolescents' non-cognitive ability on educational expectations,it not only helps to form and improve the educational expectations of young students,but also improves the quality of education and promotes the balanced and full development of basic education.This study used the micro survey date of China Family Panel Studies(CFPS)in2016,select 2,545 adolescents aged 10-15 years as the study subjects,based on the“Big Five Personality” theory to define non-cognitive ability.And using SPSS 22.0statistical software was used to analyze the frequency,describe statistics,independent-samples T test,analysis of variance,correlation analysis,regression analysis,etc.The results of the study found that:1.The overall level of education expectations of adolescents is moderately high.There exists significant differences in gender,household registration type and schooling stage.2.By group comparison,there are significant differences in non-cognitive ability of adolescents in different gender,census registration type,school stage and education expectation group.3.The three non-cognitive abilities of teenagers that conscientiousness,neuroticism and self-esteem are significantly positively correlated with their educational expectations.4.Non-cognitive ability has a significant impact on adolescent education expectations.The three dimensions of conscientiousness,emotional stability and self-esteem have a significant positive impact on adolescent education expectations,while the effects of extroversion and amenity are not significant.Among them,conscientiousness and emotional stability are more predictive of educational expectations.This positive effect is also significantly different between urban and rural boys and girls and different groups of young people.In response to the above conclusions,this paper proposes three aspects to improve the expectations of adolescent education.At the government level: supervise the implementation of relevant policies,paying attention to the cultivation of primary and middle school students' responsibility and self-esteem,and establish the indexes of responsibility,self-esteem and emotional stability;at the school level:change educational concepts,enrich the related teaching contents that responsibility and self-esteem,enhance the teachers ability,pay attention to the cultivation of primary school students' sense of responsibility;At the family level: cultivating male teenagers' responsibility consciousness,stimulate primary school students' interest in learning to build self-confidence,and rural parents should strengthen parent-child communication to improve children's emotional stability.