Revista Argentina de Clínica Psicológica 2020, Vol. XXIX, N°2, 1518-1523
DOI: 10.24205/03276716.2020.397 1518
P
SYCHOLOGICAL
D
IATHESIS AND
P
SYCHOLOGICAL
Q
UALITY OF
C
OLLEGE
S
TUDENTS UNDER
I
NNOVATIVE
T
ALENT
T
RAINING
M
ODE
Hongmei Qi
Abstract
All-round talents should excel in psychological diathesis and psychological quality. Based on theories of pedagogy and psychology, this paper explores both psychological diathesis and psychological quality under the innovative talent training mode. The author carried out a questionnaire survey among students from four universities in Shandong Province, China, and constructed a structure model for psychological quality of college students under the innovative talent training mode. The model covers five dimensions, namely, knowledge, ability, thinking, will and concept. Through the data analysis, it is learned that, despite making some progress, the psychological diathesis of college students in China is not high, especially in the aspects of pioneering and innovation, will, emotion and interest. This research enriches the theoretical results on the innovative talent training mode from the perspective of psychology, and promotes the development of the innovative talent training mode in colleges and universities.
Key words: Innovative Talent Training Mode, Psychological Diathesis, Psychological Quality, Structure Model.
Received: 22-03-19 | Accepted: 02-08-19
INTRODUCTION
Development is the top priority, innovation is the soul of social progress and development, and talents are the fundamental resource of a
country’s development. The essence of
innovation driving is talent driving. Thus, to
realize the country’s strategic goal of “innovation-driven development” and the construction goal of “innovation-oriented
country”, innovation-oriented talents become the urgently-needed talents in society.
As the battle position of talent training, colleges and universities shoulder the mission of cultivating more innovative talents for the society. At present, many colleges and universities in China have explored and practiced the innovative talent training mode. Many
The School of Management Science and Engineering, Hebei University of Economics and Business, Shijiazhuang 050061, China.
E-Mail: [email protected]
experts and scholars have also studied the innovative talent training mode. Ma Ran and Luan Qi have defined the concepts of innovative talents and innovative talent training mode in colleges and universities (Robinson, 2012). Zhu Hong and Zhong Binglin respectively discuss the concept of innovative talents, the characteristics of innovative talents and the basic qualities that innovative talents should possess (Musculus & Lobinger, 2018). Generally speaking, innovative talents are defined in terms of innovative ability, innovation awareness, innovative thinking and creativity at home. The researches on the innovative talent training mode mainly focus on the construction, the existing problems and reasons of the innovative talent training mode (Simonton, 2011). For example, Zhang Yajun and Zhao Wei believe that an efficient student-centered and practice-based innovative talent training mode shall be constructed (Festing & Schäfer, 2014). The definition of innovative talents at abroad is broader and pays more attention to the all-round development of
HONGMEI QI 1519
personality. The goal of British university education is to train gentlemen and qualified social members, requiring that talents should not only have universal and complete knowledge, but also have excellent qualities such as integrity and objectivity (Kamin, Richards, & Collins, 2017). Hutchins, an American educationist, believes that the purpose of education is to train perfect people, develop their reason, and develop their intellectual virtue (Lee, 2015). In the 1960s, the United States began the training program for
innovative talents, and formulated the “2061 Plan” (Johnson, 2003). The training of innovative ability of students in Japan originated in the 1980s, which was taken as a primary part of education reform (Garrow & Hirsh, 2008). Through the research on the innovative talent training mode at home and abroad, it is found find that the innovative talent training mode at
home attaches importance to “innovation” and
neglects the comprehensive development of all aspects of human beings, that is, the organic coordination and supplement of diathesis, quality, ability and knowledge of talents are ignored.
Based on the above analysis and a brief introduction to the innovative talent training mode, this study, on the basis of pedagogy theory, analyzes the status quo and existing
problems of college students’ psychological
diathesis under the innovative talent training mode in China from the perspective of human psychological diathesis and quality by means of questionnaire. This study constructs the psychological diathesis structure that college students should have under the innovative talent training mode, in order to provide the reference basis for developing innovative potentials of college students, cultivating innovative personality of college students and realizing innovative talent training goal.
RELEVANT THEORETICAL BASIS
Innovative talent training mode
Mode is the standard pattern of things and is a highly theoretical generalization of a certain
type of problem-solving method
(Bronfenbrenner, 1967). Many scholars in China have discussed the concept of talent training mode. Zhou Yuanqing, former vice minister of Ministry of Education, thinks that talent training goal, specification and basic training method
constitute talent training mode together. The talent training mode in China has successively gone through the professional talent training mode stage, the professional and general talent training mode stage and the innovative talent training mode stage, as shown in Figure 1. The training mode aiming at cultivating innovative talents is called innovative talent training mode. The innovative talent training mode should not only deal with the relationship between knowledge and innovation in teaching, but do with the relationship between professional knowledge and comprehensive diathesis of students.
Figure 1
.
Evolution of talent training mode
Professional education talent training model
Talent-training model combining expertise and expertise
Innovative talent training model
Psychological diathesis
Diathesis is a concept of psychology at first, which refers to the characteristics of human congenital physiological anatomy, gradually develops and matures in social practice. Psychological diathesis (Tully, 1976) is the combination of congenital and acquired characteristics and the outward manifestation of emotion. Based on natural diathesis, it gradually develops under the influence of acquired environment, education, practical activities and other factors.
Psychological quality
Figure 2
.
Characteristics of psychological
diathesis
Characteristics of psychological quality
Multifaceted
Stability
Potentiality
Variability
There is not a clear definition of psychological quality in psychology. By combing the references at home and abroad, we think that psychological
PSYCHOLOGICAL DIATHESIS AND PSYCHOLOGICAL QUALITY OF COLLEGE STUDENTS UNDER INNOVATIVE TALENT TRAINING MODE 1520
quality can include static quality and dynamic process. It is an individual characteristic with a stable tendency in psychology and behavior.
Psychological quality has the following
characteristics, as shown in Figure 2.
Multifaceted
The individual psychological characteristics, psychological disposition and psychological
process of the subject dominate the
psychological quality. In addition, the
psychological quality is influenced by many non-dominant factors.
Stability
World outlook of the subject determines its psychological quality. World outlook is formed in the specific living and learning environment, and will not easily change without major incident. The relative stability of world outlook determines the relative stability of psychological quality.
Potentiality
Psychological quality can influence people’s
life, learning and work subtly. However, it is not tangible, so people usually do not perceive its existence, and can only realize its existence and function through conscious introspection.
Variability
Everything is constantly changing;
psychological quality is no exception. Its stability is only relative. Along with the growth of age and the increase of social experience, individual psychology will also produce changes. After major incidents in life, learning and work, individual psychology may be subjected to a severe shock. These psychological changes may cause the psychological quality to vary.
COLLEGE STUDENTS’ PSYCHOLOGICAL
DIATHESIS ANALYSIS AND PSYCHOLOGICAL
QUALITY CONSTRUCTION UNDER THE
INNOVATIVE TALENT TRAINING MODE
Investigation on the status quo of psychological diathesis of college students under the innovative talent training mode
Psychological diathesis is the key to talent development. To better realize the goal of cultivating innovative talents, it is necessary to
have a detailed understanding of the
psychological diathesis of college students under
the innovative talent training mode at the present stage, so as to pertinently and scientifically train the psychological diathesis of college students.
On the basis of the psychological diathesis
scales such as “16PF Scale” and “Student Psychological Diathesis Rating Scale” and
combined with the concrete contents of the innovative talent training mode, this study prepares questionnaires on the psychological diathesis of college students under the innovative talent training mode. 1,000 college students from four universities in Shandong Province are selected as the research objects. The status quo of psychological diathesis of college students under the innovative talent training mode is investigated and analyzed from nine aspects, such as will diathesis, pioneering and innovation diathesis, self-consciousness and emotion. There are three options for each question. A: Agree, 1 score, B: Disagree, -1 score, C: Not necessarily, 0 score. A total of 978 valid questionnaires are collected, with an effective rate of 97.8%. SP analysis software is used to process and analyze the data. The results are as follows:
Pioneering and innovation diathesis
Figure 3
.
Pioneering and Innovation
diathesis survey results
0 10 20 30 40 50 60 70
Renyankewei, good with the flow Looking for new
ways to solve problems Gaining knowledge
is more valuable than creating
Agree Not necessarily Disagree
Figure 3 shows the survey results of pioneering and innovation diathesis. About 65% of the students deny that acquisition of knowledge is more valuable than creation, indicating that the students are no longer passive recipients of knowledge in the learning
HONGMEI QI 1521
process and their innovation consciousness has been improved to some extent. Only about 20% of students want to solve problems through new methods and 60% of the students are negative. About 29% of the students think that gossip is a fearful thing and it is good to follow the trend. These students are often affected by the behavior of others, which shows that the current awareness of pioneering and innovation of college students is weak.
Will diathesis
Figure 4 shows the survey results of will diathesis. It can be seen that 55.2% of the students think they will not be discouraged when they encounter setbacks, and 28.5% of the students are not sure, indicating that more than half of the students have strong resistance to setbacks. Only 7.2% of the students give a positive answer to the question on the need of the help of others to solve the problem, while 58.1% of the students hold a negative attitude, which shows that college students have a strong sense of independence and can solve problems in life independently. In addition, only 26.4% of the students say that they will advance despite difficulties, while 59.8% of the students take a negative attitude, indicating that their will self-control is poor.
Figure 4
.
Will diathesis survey results
0 10 20 30 40 50 60 70
Advancing when faced with difficulties Rely on others to
help solve problems Frustrated in
frustration Agree Not necessarily Disagree
Motivation diathesis
Figure 5 shows the survey results of motivation diathesis, which shows that the
college students’ motivation diathesis is
relatively realistic. Most of the students think that going to university is to realize their own value and gain higher social status. Compared with the learning motivation, the achievement
motivation of college students is not clear enough, and about 48% of the students are uncertain about whether the achievement is first for the country or first for the individual.
Self-awareness diathesis
Figure 6 shows the survey results of college
students’ self-awareness diathesis. We can see that about 80% of the students can correctly
understand their own advantages and
disadvantages, and think that if they work hard, they can surpass those who are better than themselves in certain aspects. At the same time, only about 20% of the students think that teachers and classmates do not evaluate themselves fairly, which shows that college students can correctly treat the evaluation given by others and have a more objective orientation to their ability and value. Self-regulation ability also gets certain development.
Figure 5
.
Motivation diathesis survey results
0 10 20 30 40 50 60 70
First for the country, then for yourself
Get higher social status
To prove one's value
Agree Not necessarily Disagree
Figure 6
.
Survey results of college students’
self-awareness
0 10 20 30 40 50 60 70 80 90
Others' evaluation of me is unfair You can surpass
others through hard work Know your
strengths and weaknesses
Agree Not necessarily Disagree
PSYCHOLOGICAL DIATHESIS AND PSYCHOLOGICAL QUALITY OF COLLEGE STUDENTS UNDER INNOVATIVE TALENT TRAINING MODE 1522
Other Psychological Diathesis
The survey also finds that college students have high emotional volatility in terms of emotion diathesis and their collective emotion has certain development. In the interest diathesis, they have strong interest in new knowledge and new things but low interest in learning. They are often under the pressure to learn. They lack initiative in the interpersonal relationship, and the view of communication is correct. They have strong sense of competition in terms of competition diathesis, and are prepared for the fierce competition of the society. In the aspect of social adaptation diathesis, the concept and ability to adapt to the society is relatively strong and they can adapt to the new environment and life in a short time.
Through the above survey and analysis, it can be seen that the psychological diathesis of college students under the innovative talent training mode has developed to a certain extent, but the overall level is not high, especially in the aspects of innovation, will, emotion and interest. Only by improving the psychological diathesis of
college students can we promote the
implementation and effect of cultivating innovative talents.
Construction of psychological quality
structure of college students under innovative talent training mode
Figure 7
.
Structural model of college
students' psychological diathesis under the
mode of innovative talent training
Active input scale
Knowledge dimension
Happy
Pleasant
Pleasant
Pleasant
Psychological quality includes such factors as
individual psychological characteristics,
individual psychological disposition and
psychological process. Only by understanding the composition of the psychological quality structure of innovative talents can we put
forward corresponding suggestions for
cultivating innovative talents according to the
psychological quality characteristics of college students. Therefore, this study uses the methods of expert interview, student questionnaire survey and literature analysis, and finally constructs the psychological quality structure model of college students under the innovative talent training mode, as shown in Figure 7.
Knowledge dimension
Knowledge is the cornerstone of innovation activity. Without a certain basic knowledge, it is impossible to conduct innovation ability. However, it is not possible to judge innovation ability solely by the amount of knowledge. For innovative talents, a strong desire for knowledge, reasonable knowledge structure and
clear learning objectives are essential
psychological qualities.
Ability dimension
Practical ability, judgment ability, creative potential, insight ability and imagination ability are the necessary abilities for innovative talents, and are also the individual psychological
characteristics necessary for successful
completion of an activity.
Thinking dimension
Innovation is a kind of comprehensive thinking quality. The cognition and innovation activities of innovative talents are closely related to thinking. For innovative talents, innovative thinking, scientific fantasy, divergent thinking and curiosity are all basic thinking psychological qualities.
Will dimension
Will has two functions to motivate and restrain the executor of behavior. In the innovation activity, the two functions of will are unified, namely, encouraging people to persist in innovation and restraining them to give up halfway, which will finally promote the realization of the innovation goal. Will dimension mainly includes confidence, self-esteem, perseverance and endurance of loneliness.
Concept dimension
The correct concept can correctly guide the innovation activity and has an important function to the innovative talents. In the multi-value society, we should cultivate college
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strong sense of social responsibility and professional dedication.
CONCLUSIONS
Innovative talents are the strategic resources to win initiative in international competition. In recent years, countries all over the world have paid close attention to the research of innovative talent training mode. This study focuses on the status quo of psychological diathesis and psychological quality of college students under the innovative talent training mode and draws conclusions as follows:
(1) The concepts of innovative talent training mode, psychological diathesis and psychological quality are briefly defined, and the four characteristics of psychological quality are summarized, laying a theoretical foundation for the follow-up research.
(2) The analysis of the status quo of college
students’ psychological diathesis under the
innovative talent training mode shows that although the innovation awareness has been improved to some extent, the awareness of pioneering and innovation is weak; the ability of resisting setback and independence awareness are strong, but will self-control is poor; the diathesis of learning motivation is relatively realistic, and the achievement motivation is not clear enough; self-awareness tends to be realistic, and self-regulation ability has been improved to some extent. On the whole, the psychological diathesis of college students has developed to a certain extent, but the overall level is not high, especially in the aspects of innovation, will, emotion and interest.
(3) The psychological quality structure model of college students under the innovative talent training mode is constructed, which is composed of five dimensions: knowledge, ability, thinking, will and concept.
Acknowledgements
Science and Technology Department of Hebei Province in 2018. Research on the Policy System
of Promoting the Transformation and Tranfer of Scientific Research Achievements in Colleges and Universities in Hebei Province (No. 19455308D).
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