28th International Congress of Psychology August 8 ... - U-netSURF

students of Psychology at the ITESM. Three years ago we started working with the students in real
life activities named “extra-academics”. These activities are the principal agent, which have shown
contribution to the development of values and attitudes in the students. These “extra-academic”
activities are specially discussed in this paper. One of the conclusions found is that
“extra-academic” activities have improved another skills like the ability to interact with people
from different environment, make real life observations, interview skills, among others.
3028.6 The development of middle school students’ ability of problem posing, Xiaoyang Yang,
Jiliang Shen, China
The main method we used in our study is open-ended questionnaire. One hundred and sixty-nine
middle school students (age 13-18) participate in our study. Data about quantity and quality of the
problems posed by students after reading two short stories has been collected. The results are: (1)
The number of students who posed high-level problems is fewer than the students who posed the
low level problems. (2) Quantity and Quality of the problem posed by students increase with grade.
(3) There are differences between two genders about students’ ability of problem posing.
Generally speaking, girls posed more problem than boys.
3028.7 The relationship between reasoning ability, school achievement and personality
characteristics, Youzhi Wang, China
EPQ and RSPM-CR were employed to test the relationship between reasoning ability, school
achievement and personality characteristics of 647 Hanzu, Uygur, Kazak, Zangzu, and Baizu
Middle School Students. The results show that there are significant difference between the 5
minority middle school students on personality characteristics and reasoning ability. In addition,
the personality characteristics are correlated with reasoning ability and school achievement and
can predict them. The research indicates: Fundamental education should pay special attention on
personality education of middle school students, foster their cognitive ability and school
achievement through cultivating their healthy personality.
3028.8 Study on the relationship among strategies in language learning, achievement motivation
and academic scores of students in normal university, Chen Li, Jiangxi Normal University, China
Objective: identify the general tendencies in the use of learning strategies and achievement
motivation. And explore the influence of achievement motivation and learning strategies on
academic scores. Methods: 193students in normal university were collected as our samples. They
were tested with AMS and SILL. Results: 1.The significant differences existed in achievement
motivation and learning strategies in different levels of academic scores. 2.The academic scores
were positively correlated with five factors of learning strategies, negatively correlated with MF.3.
MF and metacogntive strategy influenced the academic scores directly, and Ms influenced the
academic scores indirectly by metacogntive strategy.
3028.9 Effects of failure, attribution and value-evaluation on school helplessness, Jingmei
Kang, Northeast Normal University, China
The present research examined the procedure and conditions of emergence of helplessness in
altogether 225 subjects who came from a junior high school under ordinary or unsuccessful
examination context respectively. The results revealed that the failure in only one or two
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