Non-intelligence Factors Research Articles

Problems of Non-Intelligence Factors During College Students Training

As society develops and time progresses, in order to achieve comprehensive and free development, college students need not only a strong ability to learn, but also the right motivation, a strong interest, full enthusiasm, strong perseverance in learning as well as a healthy personality. Among which, motivation, interest, emotion, will, character and others are considered non-intelligence factors. In the process for young students to grow up and become a useful person, training for non-intelligence factors not only help college students establish the correct direction and goals, but also help them go from motivation to purpose, from cognition to practice. It encourages them to persevere and advance consistently toward their established goals. Thus, the various issues that arose in the course of training college students for non-intelligence factors have become one of the topics that draw increasing attention from college ideological and political education workers.

Motivation and Attitude: Two Important Non-Intelligence Factors to Arouse Students’ Potentialities in Learning English

This paper discusses how to arouse students’ potentialities in learning English by using two important non-intelligence factors: motivation and attitude. With the need to address the diversity of language learners in the contemporary ESL context, the value of non-intelligence factors cannot be underestimated. There are several non-intelligence factors that influence success or failure in English learning, but the two major ones include motivation and attitude. Motivation drives students towards a desired goal, while attitude shapes students’ perceptions of the curriculum, peers, as well as the instructor. It is important for language educators to recognize the value of these factors if quality outcomes in terms of English learning are to be delivered.

Relationship between medical students' non-intelligence factors and academic records

Objective To clarify the effect of medical students' non-intelligence factors on their academic records.Methods Totally 104 medical students' non-intelligence factors and surgical academic records were collected and relationship between them was studied.Results ① There were significant differences in academic records between students with different non-intelligence levels( F =4.21,P＜0.05 );better academic records were achieved in those with higher non-intelligence level than in those with good and poor non-intelligence level ( P ＜ 0.05 ).② There were significant differences in post clinical internship academic records between students with different non-intelligence levels ( F =8.65,P ＜0.01 ),better academic records were achieved in those with higher and good non-intelligence level( P ＜0.01,P ＜ 0.05 ).③ Medical students with higher and good non-intelligence level got obvious improvements in academic records after clinical internship,while students with medium non-intelligence level showed no difference ( P ＞ 0.05).Conclusions Medical students' non-intelligence factors have obvious effect on their academic records.Keeping students' non-intelligence factors properly could improve their academic records. Key words: Medical students; Academic records ; Non-intelligence factors; Clinical internship

A Study on L2 Motivation and Applications in Reading Class in Senior High School

Foreign language acquisition is a complicated process, which involved various factors. The personality factors, especially non-intelligence factors, such as motivation, attitude, character, etc. are the most direct and important ones. Among them, apparently, motivation is the key to learning. This thesis extends the previous studies, trying to have a basic understanding of Chinese senior high school students’ reasons for learning English and their efforts paid in this learning process. This study was carried out among 96 students in grade 2 in Zhenjiang NO.1 middle school. A language learning motivation questionnaire was constructed based on Gardner (1985) to examine students’ responses on 9 items. The results of the study show that students hold stronger instrumental reasons towards English learning, which is similar with the traditional view that instrumental motivation is more characteristic of EFL learners. However, instrumental motivation causes no effect on students’ motivational intensity. The findings shed some lights on the teaching practice, especially on the reading class. One thing to emerge meaningfully from this study is that the combination of integrative motivation and instrumental motivation may exert a greater influence on reading class improvement; English teachers shall take some effective applications to arouse students’ motivation in reading class and help them develop integrative motivation towards English learning.

A Study on the Relationship between Teachers’ Non-intelligence Factors and Students’ Mental Health in Multicultural Education

Teaching activities include not only imparting knowledge and helping pupils to cultivate good character, but also effectively utilizing the various non-intelligence factors which influence the teaching and learning process and efficiency. In multicultural education, teachers’ non-intelligence factors directly or indirectly affect students’ academic and psychological health. Through analyzing the relationship between teachers’ non-intelligence factors - teachers’ interest, motives and needs, emotion and feelings, will and character - and students’ mental health, the present study reveals the influencing causes of primary and secondary school teachers’ non-intelligence factors on the students’ mental health in the Korean-Chinese multicultural education environment in China, which will provide reference for developing multicultural education and teaching and learning activities scientifically and effectively.

Intelligence and non-intelligence factors contributing to scores on the Rorschach Prognostic Rating Scale.

The relationship between the Rorschach Prognostic Rating Scale (RPRS) and the Wechsler Adult Intelligence Scale (WAIS) was investigated to identify the factors, intelligence and others, which contribute to the RPRS. Correlation between the RPRS total and WAIS FSIQ showed that approximately 43% of the variance in the RPRS total can be accounted for by the variance in the FSIQ. Verbal IQ is not significantly more highly correlated with the RPRS total than the Performance IQ (p less than .10). Factor analysis of the six RPRS subscores resulted in two factors. Subsequent factor analysis of the six RPRS subscores plus FSIQ and the factor analysis of the six RPRS subscores plus PIQ and VIQ showed the first factor to be an intelligence factor accounting for 85% of the common variance. The RPRS variables FL, FM, M and Sh loaded most heavily on this factor. The second factor was a non-intelligence factor accounting for 15% of the common variance. Small m is clearly the main determinant of this factor, followed by Sh.