Cross-lagged relations between psychological suzhi and academic achievement
- PDF / 451,101 Bytes
- 9 Pages / 595.276 x 790.866 pts Page_size
- 94 Downloads / 189 Views
Cross-lagged relations between psychological suzhi and academic achievement Guangzeng Liu 1 & Zhanfeng Zhao 1,2 & Dajun Zhang 1
# Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract This study examined the relationship between psychological suzhi and academic achievement. Using a two-wave design, data were collected twice with a 6 months’ time lag from a sample of 2735 primary school students in grade 4 to 6. Utilizing crosslagged analyses, we examined bidirectional effects between psychological suzhi and academic achievement. The results provided support for the positive relationship of psychological suzhi (Time 1) to academic achievement (Time 2), and also provided support for the positive relationship of academic achievement (Time 1) to psychological suzhi (Time 2). The positive effect of psychological suzhi on academic achievement among primary school students should be more prominent than the positive effect of academic achievement on psychological suzhi. Moreover, the cognitive quality, individuality and adaptability of psychological suzhi had a positive bidirectional relationship with academic achievement, respectively. Cognitive quality and individuality played more prominent roles in academic achievement. When compared with the effect of adaptability on academic achievement, the role of academic achievement played a more prominent role in adaptability. Overall, the study highlights the importance of psychological suzhi for academic achievement and academic achievement for psychological suzhi. Keywords Psychological suzhi . Academic achievement . Primary school student . Cross-lagged analysis
Introduction Psychological suzhi is a native mature academic conception first proposed by Chinese scholars within the context of quality-oriented education, due to its high conformity with the goals of BStrengthening China through Talents^, BBuilding A Healthy China^, and the overall development of quality education and students, it is a focus of psychology, pedagogy and other disciplines as well as all levels of schools and society as a whole (Zhang et al. 2017). Psychological suzhi is an important individual trait and is defined as a mental
* Dajun Zhang [email protected] Guangzeng Liu [email protected] Zhanfeng Zhao [email protected] 1
Faculty of Psychology, Research Center of Mental Health Education, Southwest University, Chongqing 400715, China
2
Normal College, Guizhou University of Engineering Science, Bijie 551700, China
quality that is based on physiological conditions and characterized by being steady, essential, and implicit, which has derivative, developmental, and self-organizing functions and is closely related to individuals’ developmental, adaptive, and creative behaviors, and the development of suzhi is a life span process that is influenced by heredity, education, family, and individual experience, etc. (Zhang et al. 2000, 2011; Zhang 2003). Based on theoretical consideration and empirical studies, the researchers have proved that psychological suzhi has three compone
Data Loading...
