The Relations Of The Achiievement Motivation, Learning Strategy And The Mathematical Achievement Of The Undergraduates

The thesis is based on the research of the former scholars and the survey of 173 junior students. It uses the data, questionnaire to show the relationship of the achievement motivation, learning strategies and the mathematical achievement of the undergraduates.1. There is a clear positive relation between the total scores of the learning strategies and the mathematical achievement. Every dimension, such as the cognitive strategy, resource management strategy and the feeling strategy is related to the mathematical achievement of the students.2. The total score of the achievement motivation is related to the mathematical achievement. There is an obvious positive relation between the approach achievement motivation and the mathematical achievement. There is a clear negative relation between the avoid failure motivation and the mathematical achievement of the students.3. There is a clear relationship between the total marks of the learning strategies and achievement motivation data. There is a positive relation between the seeking successful achievement motivation and the cognitive strategy, metacognitive strategy, resource management strategy and feeling strategy; There is a negative relation between the avoid failure motivation and the total score of learning strategies, cognitive strategy, metacognitive strategy, resource management strategy and feeling strategy.4. There is a obvious sex difference in the learning strategies . The total sores of the female students are higher than that of the male students.5. There is no clear difference between male and female students in the total sores of the achievement motivation. However, There is an obvious difference in the avoid failure. The motivation of the male students is higher than that of the female students.6.There is a clear difference between the achievement motivation of the higher professional students and that of the common undergraduates. The former is higher than the latter.