A Study Of Relationship Between Non-intelligence Factors Of The Dai Middle-school Students And Their English Achievements

In recent years,people attach increasing importance to non-intelligence factors in the area of education.After a literature review,we have found that most investigations have explored the relationship between non-intelligence factors and tests scores of biology,physics and mathematics aiming at the Han students.There are less research regarding non-intelligence factors of the minority students.Specifically,there are few researches probing into the relationship between non-intelligence factors of the Dai students and their English achievements.Therefore,the purpose of the paper intends to explore the questions as follows:(1)What is the status of non-intelligence factors of the Dai middle-school students?(2)Is there any relationship between non-intelligence factors of the Dai middle-school students and their English achievements? If there is some impact,what about the degree?(3)Is there any difference between non-intelligence factors and English achievements in terms of Grades,gender,and boarding?The paper has employed questionnaire investigations proposed by Professor Shen Deli for studying the junior-student non-intelligence factors of 286 Dai students in Meng Han Middle School in Jing Hong,Yunnan Province,and had interviews with 6 students,aiming to further explore the relationship between non-intelligence factors of the Dai and their English achievements.The findings are as follows:(1)Firstly,among the 11 non-intelligence factors,learning anxiety of the Dai students is the strongest as far as non-intelligence factors are concerned,the second strongest is interaction motivation(IM),and the achievement motivation(AM)of the Dai students is the weakest.The level of non-intelligence factors of the students in Grade Eight and Grade Nine is unbalanced.The level of non-intelligence factors of Grade Eight is better than that of the students in Grade Nine.Besides,the level of non-intelligence factors of the female students is better than that of the male students.Except learning stamina(LS),the rest differ significantly.But the male students perform better than the female students when facing learning anxiety(AX)and usually possess more intense will to excel others(WI).(2)Secondly,the level of non-intelligence factors for students in Menghan Middle School is significantly related with their English performance,among which the correlations between the will to excel(WI),learning responsibility(LR),interaction motivation(IM),learning awareness(LA),cognitive interest(CI)and English achievement are remarkably andpositively correlated.Learning anxiety(AX)and English performance of the Dai students are notably and negatively correlated.And cognitive interest(CI),learning anxiety(AX)and emotional stability(ES)are relatively strong predictors for students of Grade Eight and Grade Nine and have a significant impact on their English achievement.For students of Grade Eight,learning awareness(LA)and learning responsibility(LR)influence their English performance most.Besides,learning anxiety(AX)and cognitive interest(CI)can predict the English performance of the students of Grade Nine.The will to excel others(WI)is the strongest predictor for the male students.For female students in Menghan Middle School,cognitive interest(CI),learning awareness(LA)and learning anxiety(AX)are relatively strong predictors.(3)Thirdly,there is much difference between the students living on campus or elsewhere with regard to emotional stability(ES)and attention stability(AS)for the Dai students.In addition,there is gender difference in terms of learning stamina(LS),learning anxiety(AX),the will to excel others(WI),emotional stability(ES),attention stability(AS),interaction motivation(IM).As for different Grades,there are significant differences in achievement motivation(AM),the will to excel others(WI),learning responsibility(LR),and learning awareness(LA).