INVESTIGATION ON SATISFACTION AND EMOTIONAL BEHAVIOR CHANGES OF TIBETAN EDUCATIONAL LANGUAGE POLICY IN GANZI TIBETAN AUTONOMOUS PREFECTURE
Authors: Xie Junjun , Gan Yongtao , Polgampala Surreal 
Published: July 2022

Abstract

Background
From the early empirical research results, we found the special methods and dimensions of education policy performance evaluation. These studies transition to outcome assessment and process assessment. Recent work has combined performance evaluation and education policy evaluation, and combined them. This study reconsiders the structure and measurement criteria of education policy performance in Tibet. To understand the current situation and characteristics of the implementation of educational language policy in Tibet and the changes of emotional behavior.

Participants and Methods
A questionnaire survey was conducted among 945 middle school students in Ganzi Prefecture. Based on the results of Wang Shiying's questionnaire survey in Taiwan and the suggestions of the members and leaders of the research group, this study compiled a self-made Tibetan language education language policy scale. There are two types of balances, one is closed and the other is open. From the perspective of item reliability, structure reliability, alpha, ave and partition validity, this study makes an item analysis and reliability analysis on the four dimensions of language acquisition, policy attitude, policy awareness and policy satisfaction. Statistical software package amos21. 0 for confirmatory factor analysis (CFA).

Results
The results show that the structural model of Tibetan educational language policy has been supported by the local government, which shows that the Tibetan educational language policy is effective. From large to small, the performance dimensions of educational language policy are: satisfaction with Tibetan educational language policy &gt; Tibetan ability &gt; Tibetan use &gt; Tibetan educational language policy awareness. The standard deviation of each dimension from large to small is: Tibetan use &gt; Tibetan ability &gt; satisfaction with Tibetan educational language policy &gt; recognition of Tibetan educational language policy. At present, the average value of the average performance evaluation of education policy in the questionnaire analysis is 3.6150 ~ 4.0595, which is equivalent to the degree of “above average”, and the overall performance is ideal. The correlation between Wittenberg coefficient and UCA was 0.81; The correlation between emotional language table and it is 0.59. Consistent with the expected results, language function is related to the evaluation of various policies; Emotional factors are related to the evaluation of the relationship between language recognition. (most correlation values are 0.30-0.70). From the perspective of discriminant validity, the correlation between social and emotional language items of Russell et al is only 0.170. As mentioned above, their correlation with other variables is also different. The correlation between Wittenberg's social and emotional language subscales is 0.44, which is significantly lower than the reliability of various scales, and the correlation between the two languages and other variables is also inconsistent. One of Wittenberg's findings is that social language has a high correlation with the UCLA scale, but this may also be partly due to the imbalance of the UCLA scale, that is, there are too many items for policy and less items for language and attachment.

Conclusion
This paper discusses the dimensions and components of the performance of education policy in Tibet. In the analysis, some theoretical hypotheses of the performance structure of Tibet's education policy are tested, and the empirical data are combed to give an overall view of the criticism contained in these studies. This study constructs the model blueprint of the performance structure of Tibetan language education language policy, which provides reference and suggestions for future researchers. However, Ganzi Tibetan language education is a complex project, which will take a long time to implement. Therefore, the implementation of Tibetan language education needs unremitting efforts. On the basis of summarizing the successful experience of Tibetan language education, local governments and education departments should further study and accurately grasp the laws of education, promote the innovation of Tibetan language education ideas and clarify the objectives of Tibetan language education.

Acknowledgements
This article is a research project of the social science department of Hainan Province"(No. HNSK(ZC) -19 -08).