Study On The Relationship Between The Will Quality,attention Stability And Academic Performance And Intervention Of The Six Grade Students

Research purposes:(1)Explore differences of will quality and attention stability in demographic variables.Investigate the relationship between will quality,attention stability and academic performance.(2)To explore the effectiveness of improving the academic performance of sixth grade students through the intervention of will quality.Research process and methods:In this study,the BTL-L-YZ1.0 will quality scale and the visual tracking sub-test in the "Adolescent Attention Test" were used to conduct a questionnaire survey on 312 sixth grade students in 8 primary schools in Xiangxiang City,Hunan Province.A total of 273 valid questionnaires were collected,and their Z scores of Chinese,Math,and English were calculated as the basis for assessing academic performance,to examine the relationship between will quality,attention stability,and academic performance.After that,the BTL-L-YZ1.0 will quality scale was used to measure the sixth grade students of a primary school in Xiangxiang City,Hunan Province.According to the scores and the principle of voluntary participation,twenty subjects whose total score of will quality is one standard deviation lower than the average score of the whole grade were randomly divided into 2 groups: an experimental group and a control group,each group consisted of 10 subjects,5 boys and 5 girls in each group.After the homogeneity test of the two groups of subjects,the experimental group was given 2 times a week,60 minutes each time,a total of 8 will quality interventions,the control group did not intervene.After the intervention,the two groups of subjects were tested at the same time,and their Chinese,Math and English scores were collected to explore the effect of the intervention.Research result:(1)Male and female students' scores of will quality and its dimensions and attention stability are not significantly different;the consciousness and independence scores of urban students are significantly higher than those of township students,and the attention stability scores of key school students are significantly higher Non-key school students(p <0.05).(2)Most of the total scores of will quality and scores of its dimension,attention stability scores,academic scores and standard scores of various subjects are significantly positively correlated.Will quality and attention stability can significantly predict total scores of academic performance(? = 0.227,p<0.001;? = 0.228,p<0.001),scores of Chinese(? =0.250,p<0.001;? =0.175,p<0.001),Math(? =0.154,p<0.01;? =0.261,p<0.001)and English(? =0.155,p<0.01;? =0.119,p<0.05);will quality can significantly predict attention stability(? =0.163,p<0.01).Attention stability plays a partial intermediary role between will quality and academic performance.(3)After intervention,the experimental group's post-test total scores of will quality and scores in its dimensions,academic scores,math and English standard scores are significantly higher than the pre-test;the control group's scores of pre-test and post-test on various variables and in each dimension is not significant difference.The post-tested total scores of will quality and consciousness,independence,and decisiveness scores of the experimental group were significantly higher than those of the control group.There was no significant difference between the experimental group's and the control group's post-test total academic performance scores,each subject's standard scores,and the amount of changes before and after the test.Analysis conclusion:(1)The consciousness and independence of sixth grade urban students in primary schools are significantly higher than those of township students,and the attention stability of students in key schools is significantly higher than that of students in non-key schools.(2)The will quality,attention stability,and academic performance of sixth grade students in primary school have a significant positive correlation.Will quality and attention stability can significantly positively predict academic performance,and will quality can significantly predict attention stability.Attention stability plays a partial intermediary role between will quality and academic performance.(3)Through the intervention of will quality,the academic performance of sixth grade students in primary school was improved,but the effect is not significant.