A Study On The Relationship Between Learning Ability, Learning Motivation And Academic Achievement Of Primary And Middle School Students

Purpose of this study is to structure learning power scale of primary and middle students,and to explore the primary and middle students’ learning power and learning motivation cannot effectively predict academic achievement. The study is divided into three parts: firstly, to structure the learning power scale; secondly, to explore the development and general characteristics of primary and middle school students’ learning power and learning motivation;Lastly, to explore the primary and middle students’ learning power and learning motivation cannot effectively predict academic achievement. The results showed that:1. The structured learning power scale contained four dimensions: cognitive factors,emotional factors, will factors and behavioral factors. Internal consistency reliabilities of four subscales and total scale were 0.898、0.802、0.862、0.785. Exploratory factor analysis and confirmatory factor analysis showed that the scale had good structure validity. So, the structured learning power scale can effectively measure the learning power of the primary and middle school students.2. Using the structured learning power scale to measure primary and middle school students’ learning power level. The results showed that, the total level of primary and middle school students’ learning power in the medium. There were significant grade differences, the differences of the parents’ education level and hadn’t served as student cadres differences about the total scores of learning power and the behavior factors. There were significant only child and non-only child differences about students’ learning power on cognitive factors, the differences of other demographic variables were not significant. There were significant gender differences,hadn’t served as student cadres differences, grade differences, the differences of father’s education level about the emotional factors. There were significant grade differences, the differences of father’s education level and hadn’t served as student cadres differences about the will.3. Using learning motivation scale by Yu Anbang to measure primary and middle students and found that the average scores of the internal motivation and learning motivation were higher than theoretical medians. And the scores of external motivation were lower than theoretical medians. There were significant grade differences, the differences of father education level and hadn’t served as student cadres differences about the internal motivation and learning motivation scores, other demographic variables about learning motivation goals were not significant.External motivation don’t exist significant differences in demographic variables.4. The relationships among learning power, learning motivation and academic achievement.It was found that primary and middle school students’ learning power scores and academicachievement were significantly positive correlation. The emotional factors of learning power and academic achievement were significantly negative correlation, and behavioral factors and academic achievement were significantly positive correlation. The internal motivation and academic achievement were significantly positive correlation, and the external motivation and academic achievement were significantly negative correlation.5. Through multiple regression analysis found that learning power could predict the academic achievement, but the learning motivation couldn’t predict the academic achievement.The Behavior factors, emotional factors entered the regression equation, and the will factors,cognitive factors didn’t enter the regression equation. Therefore, learning power had an effect on academic achievement, one of the biggest prediction effect was the behavior factors, next is the emotional factors, and the cognitive factors, will factors would indirectly affect academic achievement.