Can Non-cognitive Abilities Help Disadvantaged Students Achieve Academic Counterattacks?

American psychologists first put forward the concept of "disadvantaged",who believed that disadvantaged people mainly came from the lower socioeconomic groups.Disadvantaged students,due to their family's lack of economic,cultural and social capital,or even the absence of guardians for special reasons,are more likely to fall into the invisible resilience formed by maladjustment when facing the impact of risk factors(groups).In recent years,with the gradual solidification of social stratification,people are more and more concerned about the issue of educational equity caused by it,and the issue of "resilient students" has increasingly become the focus of scholars and the public.Among them,the factors that affect stress tolerance become the focus of attention.Analysis based on the predecessors' research results,therefore,the influence factors of art students and its mechanism of action,to pay attention to the survival and development of the social vulnerable groups,raise lower-middle-class families children achieve the probability of social upward mobility opportunities,further improve the international competitiveness of China's overall quality of education and human resources,have certain strategic practice significance.Existing studies show that non-cognitive ability can significantly predict the improvement of students' academic performance.Domestic research is still in its infancy,most of which are based on self-esteem and control points,while few are based on the empirical analysis of the big five personality model.Focusing on this,this paper discusses the family social,economic and cultural capital index(SES)suitable for China's national conditions through the analytic hierarchy process(AHP)based on the monitoring data of academic quality of basic education in Jiangsu Province in 2018.From the perspective of non-cognitive ability,the two dimensions of rigor and extraversion in the big five personality model were extracted,and the five dimensions of non-cognitive factors were constructed together with the three dimensions of selfexpectation(academic expectation),tenacity(self-discipline)and optimism.Through binary Logistic regression model,the relationship between different dimensions of noncognitive ability and the realization of academic counterattack by disadvantaged students was empirically analyzed,and the following questions were attempted to be answered: does non-cognitive ability help disadvantaged students realize academic counterattack? Which dimensions of non-cognitive ability can significantly positively predict the academic performance of resilient students? What is the mechanism?The results show that non-cognitive ability has a positive predictive effect on academic counterattack.In primary school,in addition to self-expectation,noncognitive dimensions such as extraversion,tenacity,optimism and preciseness can significantly positively predict the probability of students' academic resilience,and resilience becomes the key factor of resilience success.In middle school,non-cognitive dimensions such as extraversion,optimism,rigor and self-expectation can significantly predict the probability of students' academic counterattack,and self-expectation becomes the key factor of resilience.At the same time,the extroversion dimension negatively predicts the probability of the occurrence of students who are resistant to stress.Based on this,the author,from the perspective of family,school and education authorities,puts forward some Suggestions for cultivating students' non-cognitive abilities: paying attention to the important role of non-cognitive ability and taking targeted measures in different learning segments;implementing targeted education to help the "poor" and earnestly implementing the work of providing education and assistance to disadvantaged students;optimizing the concept and mode of family education,taking an active part in it and setting by example;promoting the benign operation of the home-school linkage mechanism actively and increasing the education force.