Non-intellectual Factors Research Articles

Education: 1. Creativity and Problem Finding/Solving in Art

Abstract Creativity is a complex process that invites to action, both the conscious and the unconscious mind. The work proposed by us puts into question a new aspect of the process of creativity: finding and solving problems, inserting the cognitive and ideational elements into the artistic creative process. Artistic personality represents a complex interaction between diverse psychological factors: intellectual (lateral, creative-thinking and convergent thinking) and nonintellectual factors (temperament, character, motivation, affectivity, abyssal factors, special aptitudes). To these are added also, the biological factors (heredity, age, gender, mental health) and social factors (economical condition, historical epoch, socio-cultural conditions). In the same time, the artist's success also appears to be linked to his ability to find and solve new problems in artistic themes, to his ability to correctly formulate questions, and then to find original, genuine answers. This paper explains the link between the multitude of solved problems and the artistic success.

The Study of Process-oriented Quality Management in Network Course

In view of the past evaluation, we should pay attention to the static, quantifiable and shallow learning results, and ignore the dynamic, difficult to quantify and high-level learning process and effect. This paper proposes the process of evaluating the course through the network course, Process evaluation is a way of evaluating students' learning in the course of curriculum implementation. Process evaluation takes both the goal and the process of value orientation, the learning effect, process and learning closely related to the non-intellectual factors to conduct a comprehensive evaluation. The process of the function, including the quality of the students to determine the level of learning to determine the results, to identify problems; to promote students to study the process of positive reflection, so as to better grasp the learning methods; practice proved that the process of evaluation To ensure the quality of teaching quality has played a very good effect.

The Comprehensive Evaluation of Non-intellectual Factors in Quality-oriented Education

This article adopts the theory of system engineering and fuzzy mathematics. Making the subjective concept transform into the quantitative standard, establish the comprehensive evaluation model of non-intelligence factors in quality-oriented education, and apply this model to specific analysis of quality-oriented education in colleges and universities. We select five factors of the non-intelligence factors that are closely related to the equality-oriented education. Results show that the comprehensive evaluation model can accurately and scientifically reflect the level of non-intelligence factors of the assessed object. It provides scientific guidance for evaluation and enables educators to develop students’ abilities with the evaluation results.

Dynamic Assessment in English Pronunciation Teaching: From the Perspective of Intellectual Factors

This study is to empirically investigate the effect of dynamic assessment on Chinese learners’ development of English pronunciation proficiency and their non-intellectual factors by adopting a teaching model of dynamic assessment in English pronunciation class. This experiment was carried out among 36 English majors from a newly-upgraded local Chinese university within one semester, and the findings indicated that the participants showed a great improvement in their mastery of segmental features and supersegmental features. As for the non-intellectual factors, the participants presented a stronger interest and lower anxiety level in practicing English pronunciation after the experiment, though there was only little change in their motivation.

Connotation and Evaluation of Quality of Higher Education

Quality is the degree of a set of inherent characteristics to satisfy requirements. The quality of higher education means that whether the property of higher education can satisfy the requirements of higher education subjects and the satisfaction degree. From the external view, it is a value judgment that can be accepted by the public; from the internal view, it is also a result reached by internal attributes of the higher education. For the satisfaction of higher education to requirements of users, because users are different, requirements are various and the requirements have variability, the satisfaction of requirements is highly subjective, which make it difficult to make a unified quantitative standard for quality, especially the development of nonintellectual factors like consciousness and emotions, is lack of ‘standard’ and it is hard to be exactly measured or expressed; while the mastering of some professional knowledge and application skills can be directly or indirectly measured or judged. Students’ engagement into study should highly be focused on when measuring the quality of higher education. “Quality of education is the essential question of development of higher education”[1]. With the gradual establishment of the socialist market economy system of China, new requirements were put forward to higher education and the quality of education also further draws the wide attentions of all sectors of the society. Some scholars indicated long ago that, “It is still the central issue of the reform and development of current higher education institutions to continually improve the education quality of HEIs adapting to the development of socialist market economy.”

Gender differences in academic achievement: The mediating role of personality

Research has shown pervasive gender differences in academic achievement. Because both genders present similar global intellectual ability levels, interest has arisen concerning the role of non-intellectual factors in explaining these differences. In this study, the mediating role of personality dimensions related to disconstraint and aggressiveness, in the relationship between gender and academic achievement is assessed. The sample consists of 351 adolescents, ranging in age from 14 to 18years old. The instruments are the aggressiveness and disconstraint PSY-5 dimensions of the MMPI-A and the School Life Survey (SLS). MANOVA shows that females report better indicators of achievement, the frequency of behavioral problems and overall satisfaction. Regression analyses using bootstrapping procedures reveal the full mediation effects of disconstraint, but not of aggressiveness, on the influence of gender on achievement. The results are discussed in light of the role of disconstraint-related personality characteristics for academic success and the potential factors underlying gender variability in these characteristics.

有关学习困难儿童非智力因素的研究综述

自学习困难的概念正式提出以来，学习困难就一直是心理学和教育学研究的焦点。影响学习困难的因素有很多，本文从心理学的角度出发综述了有关学习困难儿童非智力因素的研究，在此基础上提出了一些有关学习困难儿童的矫正方法并同时指出了学习困难儿童非智力因素这一问题的研究趋势。 Since the concept of the learning difficulty was officially promoted in the first time, it had been the focus research in the psychology and the education field. Many factors can influence the learning difficulty; this review summarizes the research of the non-intellectual factors with the learning difficulty children from the perspective of psychology. In addition to the existing research, this re-view also proposes some methods about the rectification of the learning difficulty children and points out the research trend of the non-intellectual factors in the problem of learning difficulty.

Teaching Strategies of Enhancing Motivation among Ethnic Minority Students

Motivation is one of the non-intellectual factors that affect language learners’ learning abilities. Motivation plays a very important role in language learners’ learning activities and their performance. The paper mainly studies the motivation of ethnic minority students and the effective teaching strategies it brings about. Firstly, the author gives a brief introduction about the teaching object and learning situation of ethnic minority students. Secondly, the author introduces the definition and types of motivation. Then a research is done to study the motivation of students and its relevant influencing factors. In addition, an inquiry about the type of teacher that is popular among students is conducted. After that, a discussion of the teaching strategies is made so as to cultivate and stimulate students’ learning motivation and thus improve the teaching effect.

An Empirical Research on Ethnic Minority Students of Preparatory Education Under The Influence of Nonintellectual Factors

Nonintellectual factors play an important role in the second language learning. Nonintellectual factors mainly include a person’s motivation, personality, willpower, anxiety, self-confidence, etc.. The purpose of this study is to discover the function of nonintellectual factors in English teaching. This paper first gives a brief introduction to the background information of the research, and then a definition of nonintellectual factors and the elements nonintellectual factors contain are presented. After that the data from two separate surveys concerning about learners’ willpower and anxiety are collected aiming to find out the causes of these phenomena and make a conclusion. Eventually some suggestions of the teaching reform from the perspective of teaching objectives, teaching content, teaching methods and teaching evaluation are proposed with the purpose of improving the teaching effects.

Investigating the Achievement Goals of University Students in terms of Psycho-social Variables

AbstractIt is the aim of this research to investigate the achievement goals of university students. Firstly, university students' adoption levels of achievement goals are described. Next, how their level of academic self-efficacy, irrational beliefs, perfectionism, self-determination, locus of control and gender predict each achievement goal is depicted. The participants consisted of 1509 university students. The findings showed that students generally adopted the mastery-approach at a high level, mastery-avoidance at a medium level, and both performance-approach and performance-avoidance at a low level. Furthermore, according to the results of hierarchical regression analysis, it was found that perfectionism related to higher standards, academic selfefficacy, perfectionism related to order, self-determination, internal locus of control, perfectionism related to dissatisfaction and gender (female) predicted the mastery-approach achievement goal significantly. Masteryavoidance achievement goal was significantly predicted by perfectionism related to higher standards, irrational beliefs, perfectionism related to order and discrepancy and gender (female). Irrational beliefs, academic selfefficacy, perfectionism related to discrepancy, self-determination and gender (male) significantly predicted the performance-approach achievement goal. Irrational beliefs, perfectionism related to the discrepancy, selfdetermination, perfectionism related to higher standards and academic self-efficacy significantly predicted the performance avoidance achievement goal.Keywords: Achievement goals * Academic self-efficacy * Irrational belief * Self-determination * Perfectionism * Locus of controlJust like intellectual factors, non-intellectual factors also play an important role in the academic achievement level of individuals. In particular, one can notice that researchers in recent years have sought to prove the impact of non-intellectual factors on academic achievement. In this framework, within the body of literature, explanations on the theory of achievement goals (Elliot, 1999) related to how individuals are motivated to be successful through their personal and social characteristics have an important place.The theory of achievement goals was developed to explain how the achievement level of individuals can differ even with the same intelligence and ability level (Dweck, 1986; Dweck & Leggete, 1988). According to this theory, the reason for different levels of success in individuals with the same ability and level of intelligence stems from the different forms of motivation and goals they set in order to be successful (Elliot & Dweck, 1988). The goals of individuals attained towards success and their unique forms of motivation for being successful are closely related to each other (Dweck, 1986). In other words, the goals of individuals attained towards success can significantly affect their level of motivation while they deal with academic tasks. In this context, the theory of achievement goals is expressed as a cognitive, affective, and behavioral process which includes the purposes an individual wants to achieve during fulfillment of an academic task (Elliot & Dweck, 1988; Nicholls, 1984). Therefore, it is understood that achievement goals are forms that include the different dimensions of an individual's personality and psychological characteristics.When achievement goals theory first emerged, it was argued that individuals could adopt two different achievement goals: mastery and performance (Dweck, 1986). In later years, performance achievement goals were divided into two dimensions, and the trichotomous achievement goals model was adopted. The achievement goals were described as a three-dimensional structure containing mastery, performance-approach, and performance-avoidance (Elliot & Harackiewicz, 1996). After the trichotomous achievement goals model, the mastery achievement goal was divided into two dimensions and a 2 x 2 achievement goals model was developed (Elliot & McGregor, 2001). …

Current Status and Analysis of Study Interest of Higher Vocational Students

In the education of higher vocational school, the effect of intelligence factors is no longer important-most students have the similar level of intelligence, and the prominent effect is the nonintellectual factor. In the nonintellectual factors, character and emotion and other factors can weaken its effect function by students’ self allocation, however, the effect of study motivation and study attitude on study interest are playing a more and more important role. Put forward suggestions for cultivating the study interest of higher vocational students on the basis of education incentive theory.

CK, PCK, TPCK, and Non-intellectual Factors in sustaining an iMVT Innovation for Science Learning

Teaching science through inquiry has been a “recommended” pedagogy for science to be more “authentic” and effective. However, how to promote sustainable education change such as inquiry-based learning in school has been challenging. The study is situated on a four-year journey in designing, sustaining, and scaling up an iMVT pedagogy in secondary science in Singapore. Our collaborating science teachers increased from 9 (Phase I, 2007-2008) to 29 (Phase II, 2009-2010). Based on preliminary analysis of surveys, interviews, and classroom observation data of selected cases, we summarized a four-pillar model of teacher competence within a structure/agency framework for desired education change.

“Nonintelligective Factors Inducing Scenario” Teaching Paradigm Developed and Applied Research

Nonintelligective factors inducing scenario, as a new teaching paradigm of teaching model, compared with the traditional teaching model is a kind of innovation and development, which is a more effective teaching model. This paper is based on scenario cognitive theory, which put forward the dynamic relationship model of the nonintelligective factors inducing scenario teaching paradigm, and emphasizing the teaching of both dynamic learning and the non-intellectual factors in learning, in order to stimulate strong interest of learners’ and increase participation. In the teaching process, it emphasizes more on the creation of scenarios, learning motivation and feedback behavior of learners’, in order to improve teaching effect.

To what extent are non-intellectual factors included in current approaches to dynamic assessment: A review

Non-intellectual variables have been said to be important and relevant to children’s performance on assessment procedures, and appear to be especially relevant to dynamic assessment because of the interactive nature of these approaches. This article reviews evidence of inclusion of non-intellectual variables in current dynamic assessment procedures.

Factorial Analysis on Non-Intellectual Tests for Gifted Students

Factorial Analysis is an important method of multivariate statistical analysis, describing the variance and covariance relations between many variables by using a few linear combinations, which can help (1) simplify the data; (2) reveal the relations between variables. This thesis makes a factorial analysis on the raw data results of the non-intellectual tests given to gifted students of Grade 94 and Grade 96 shortly after their arriving at university. A psychological explanation of the common factor is given. This study helps us to know what are the non-intellectual factors that have a great impact on the academic performance of the gifted student, providing a theoretical way for identification, selection and education of gifted students. The results show that competition awareness and self-control ability play a prior role among the nonintellectual factors.

Nonintellectual correlates of satisfaction with acceleration: A longitudinal study

Two studies were conducted to investigate the relationship between several nonintellectual personal attributes and satisfaction with acceleration among intellectually gifted students. First, two cohorts of gifted students (top 1% in ability and separated in age by five years) who had utilized acceleration during the course of their education were surveyed at age 18 and again at age 23. Overall, no strong relationships were found between satisfaction with acceleration and the nonintellectual factors at either age. Second, similar analyses were conducted for a subgroup of subjects, using the Adjective Check List and the Study of Values. Again, few significant correlations were found; the correlations that were statistically significant were small. These findings indicate that some non-intellectual personal attributes, which are often assumed important to the selection of students for acceleration or to the evaluation of participants in accelerative programs, actually may not be appropriate for these purposes.

Locus of Control as an Important Factor in Teacher's Rating of Highly Able Children

In our study on the identification of giftedness the role of intellectual and non-intellectual factors and their relation to each other are being investigated in the development of giftedness. We think that non-intellectual factors (positive personality traits, motivation, interest, etc.) do not predict giftedness in themselves but they are absolutely necessary in the actualisation of abilities. We presume that in some cases (“late-bloomers”, unequal development of intellectual, emotional and social factors) it is some personality characteristic that might play a decisive role in helping to foster the intellectual development. In this way the fact that the teacher notices some positive personality traits (strong internal control, responsibility, wide range of interests, strength of will etc.) and evaluates the child positively even if s/he does not really have good achievement, yet, can enhance the chance for later development.

Parental Child Rearing and Academic Achievement in Boys

This study investigated two nonintellectual factors that may partly explain the relation between parenting and academic achievement-sons' self-restraint and emotional adjustment-in a sample of 85 sixth-grade boys. Results of multiple regression techniques indicated that sons' reports of mothers' harsh and inconsistent discipline were related both directly and negatively to sons' classroom grades and indirectly via sons' global distress and low cognitive self-worth. Fathers' harsh and inconsistent discipline was related only indirectly to sons' grades by way of its independent association with sons' distress and low self-restraint. In general, these results were replicated when standardized test scores were substituted into the model. These findings underscore the critical contribution of social and emotional development to academic and intellectual achievements, and the key role of parent-child relationships in influencing such development.

Systemic Barriers to Progress in Academic Social Psychology

Abstract Many social psychologists have expressed general dissatisfaction with the style, focus, originality, and caliber of much research within the discipline. But the emergence during the past two decades of a large critical literature has not resulted in a significant metamorphosis of the field. One source of failed reform is intellectual disagreement; however, many forces involved in maintaining the status quo are nonintellectual. An understanding of knowledge production in academic social psychology needs to include at least three categories of nonintellectual influence on the research act: (a) broad extradisciplinary forces such as Zeitgeist, social movements, and prevalent political ideologies of professors; (b) student selection and socialization processes; and (c) systemic survival demands. Any recommendations for reform should consider the impact of these nonintellectual factors.

Prediction of clinical performance

The relationship of life experience prior to the admission to medical school to clinical performance was studied. Age, prior military experience, and educational background were found to be related to clinical performance. Students with recent military experience, former military officers, and those with a science background were found to perform in a way superior to younger and older students, non-officers, and nonscience majors, respectively. While the current study was performed in Israel and under a community-oriented curriculum, its findings tend to support those of research in the United States and were seen as enhancing the understanding of the role of nonintellectual factors in the selection of medical students. The presence of an interest/motivational factor was presented and discussed.