| Developing student's quality education is the theme of the current education,we should not only attach importance to students' academic performance,but also pay attention to the importance of the mental health among students.In modern society,innate differences in intelligence have less and less influence on academic performance,while students' non-intellectual factors play a key role.More and more people are beginning to study the influence of non-intelligence on academic performance in order to help students improve their academic performance.The level of perceived stress and academic self-efficacy are important nonintellectual factors affecting academic performance prior to the test,and the level of self-efficacy is associated with levels of β-endorphins.This article adopts the method of stratified random cluster sampling,a total of 410 students from a middle school in Shihezi city and in Hotan city were selected as research subjects.First of all,the questionnaire survey was conducted by using perceived stress scale and academic self-efficacy scale,understanding the status quo of pressure detection and academic self-efficacy in Xinjiang multi-ethnic high school students and the difference of gender,grade,national differences;Secondly,the total mid-term scores and chemistry scores in the 2019~2020 academic year are taken as the reference,exploring the correlation between perceived stress,academic self-efficacy and academic performance in high school students.Finally,using enzyme-linked immunosorbent assay for some subjects monitor the content of saliva beta-endorphin before the exam,in order to understand the dependency among the level of beta-endorphin with perceived stress,academic self-efficacy and academic performance and the differences of beta-endorphin in different gender and ethnic.This paper is mainly divided into six parts:The first part is the introduction,which mainly introduces the research background of this paper and the research status of perceived stress,academic self-efficacy,beta-endorphins and their relationship at domestic and overseas,and points out the research purpose and significance of this paper.The second part is the concept definition of perceived stress,academic self-efficacy and β-endorphin and the elaboration of related theories,which provides theoretical basis for this study.The third part including the selection of research objects,the determination of research tools,the establishment of research procedures and the development of research work.Firstly,the widely used perceived stress scale and the academic self-efficacy scale were selected,and the reliability and validity of the questionnaire were tested with the data collected from a middle school in Shihezi to prove the reliability of the questionnaire.Secondly,the detection tools and experimental procedures of β-endorphins were determined.Then,the samples were collected,centrifugation was conducted,supernatant was taken and β-endorphins level was detected.At the same time,collecting students' test scores.The fourth and fifth part is the main part of this article,mainly for the results of the study and analysis and discussion,through the issuance of questionnaires and collected,the Xinjiang ethnic students perceived stress and academic self-efficacy scores,separately carries on the statistical description of these values,and single factor variance analysis,and correlation with academic performance analysis;The levels of β-endorphins in high school students were detected by experiments,and the correlation analysis and the difference analysis were carried out.Then the reasons of the research results are analyzed and discussed.The sixth part is the conclusion and reflection.Based on the research results of this paper,relevant conclusions are drawn and reasonable suggestions are provided to improve academic performance.The characteristics and innovations of this research are summarized and for correlation analysis. |
PDF Full Text Request