A Study On The Relations Among College Students' Achievement Goal Orientation, Web-Based Autonomous Learning And English Achievement

Achievement goal orientation, as an important psychological factor which influences personal learning motivation, has gradually claimed scholars'attention. Precedent researches indicate that autonomous learning and achievement goal orientation are two important factors which can influence students'academic achievement. However, there are few relevant researches on the relation between achievement goal orientation and autonomous learning in a web situation or whether they constitute an intrinsic adjustment power for restricting students'academic achievement. This study, starting from the 2*2 structure of achievement goal orientation, tries to explore the correlation between achievement goal orientation and web-based autonomous learning, and further discusses the way of how achievement goal orientation and web-based autonomous learning affect English achievement and compares the differences in these two aspects among students with different English proficiencies. Finally, this thesis proposes some suggestions in helping college students establish a correct achievement goal orientation and enhancing their autonomous learning ability.116 non-English majors from NUAA are chosen as the participants, and"Achievement Goal Orientation Scale","Web-based College English Autonomous Learning Scale"and an interview are the main research tools. SPSS17.0 is employed to analyze the data. The results are listed as follows:(1) The 2*2 structure of achievement goal orientation really exists in Chinese college students, which is also reasonable; performance-approach goal orientation occupies the dominant position; the research participants in this study show a medium level of web-based autonomous learning ability.(2) The correlation analysis indicates that mastery-approach goal orientation is positively correlated with web-based autonomous learning; performance-approach goal orientation is not significantly correlated with web-based autonomous learning and there also exist no significant correlations between two avoidance goals and web-based autonomous learning.(3) The path analysis indicates that mastery-approach goal orientation, performance-avoidance goal orientation and web-based autonomous learning exert a predicting effect on English achievement; mastery-approach and performance-avoidance goal orientations have predicting effect on web-based autonomous learning; meanwhile, web-based autonomous learning plays a vital intermediary role in the influence of achievement goal orientation on English achievement.(4) There are differences in the possession of achievement goal orientation and web-based autonomous learning behaviors among students with different English proficiencies. High achievers report more possession of mastery-approach goal orientation, while low achievers report more possession of mastery-avoidance goal orientation. Besides, high achievers show stronger autonomy in the web-based autonomous learning process than that of the low achievers.According to the research results, efforts should be made to help college students to establish a correct mastery goal orientation. Besides, we should raise learners'awareness of web-based autonomous learning and carry out necessary autonomous learning strategies training, and further improve the web-based autonomous learning environment.