Conscientiousness And Homework Effort In Junior Middle School

For a long time,homework is an important part of the learning life of primary and junior high school students in various countries,and it is an important learning task that they must complete every day.Since the implementation of the “burden reduction” policy for primary and middle school students in China,the tasks assigned to students on the surface have decreased,but in fact,homework still accounts for a large proportion of students 'after-school activities.Studies have shown that since the implementation of the new curriculum,students 'academic workload has become increasingly heavy.Due to the many subjects in the curriculum,the difficulty has gradually increased,the students have more homework,and the examinations are frequent,resulting in the students' mental stress and physical and mental fatigue.Therefore,the psychological characteristics and changes of students in the process of homework have attracted the attention of psychologists at home and abroad.In recent years,many researchers have studied the influencing factors and internal mechanisms of homework efforts from the perspective of homework,and have drawn a series of relevant conclusions.Studies have shown that the sense of conscientiousness in personality characteristics is significantly related to homework efforts.In the context of homework,conscientiousness is significantly related to the mathematical self-concept in academic self-concept.Academic self-concept refers to the individual's evaluation of his learning ability,attitude,emotion and value,and it has a significant relationship with individual academic performance.Homework is an important means for teachers to investigate students 'mastery of learning knowledge and improve students' academic performance.The degree of effort students put into homework is closely related to their academic performance.Both academic self-concept and homework effort are related to individual academic performance.Conscientiousness is significantly related to academic self-concept and homework efforts.Based on this,"Big Five Personality Conscientiousness Scale","Self-Description Questionnaire Academic Self-Concept Sub-scale" and "Secondary Student Homework Effort Questionnaire" were used for testing,the data comes from 552 junior high school students in the urban area of Nanning.The survey analysis results are as follows:(1)There are significant differences in the level of effort invested in homework in different grades in different disciplines.In Math,there are grade differences in homework efforts.The degree of effort invested in homework is higher in the first grade than the second grade,and thesecond grade is higher than the third grade;In Chinese,the junior and second grade students' homework efforts are significantly higher than the junior and junior grade students,and the junior and first grade students have higher homework efforts than the junior and third grade students.(2)Conscientiousness is positively related to homework efforts and academic self-concept;Academic self-concept is positively related to homework efforts.(3)Conscientiousness and academic self-concept can positively predict junior high school students' Math / Chinese homework efforts.(4)In Math and Chinese,academic self-concept plays all the intermediary role between conscientiousness and homework efforts,The intermediary effects are 76.56% and 60.76%.The results of this study indicate that the academic self-concept of junior high school students has a complete mediating role between conscientiousness and homework efforts.Therefore,in the education of junior high school students,we can use some means to improve students' homework efforts.On the one hand,we can improve students' sense of conscientiousness through home education,and then increase their efforts in homework.On the other hand,teachers can improve students' academic self-concept through teaching according to their aptitude,and then improve students' homework efforts.