Anxiety, Classroom Achievement Goal Perception And Personal Achievement Goal Orientation Relationship

Achievement goal theory is a prominent social cognitive theory of motivation. Achievement goal orientation is a advanced problem of achievement goal study, and is an indicator that social cognitive approach applies in achievement motivation study. At present, the investigators investigated personal achievement goal orientation, classroom achievement goal orientation and the relation between the two factors. Classroom achievement goal is a context that educators influence students through rules and practice. But in a same classroom context, classroom goal orientation perceived by different student may be different, and further influence personal achievement goal orientation. In other words, student's personal characteristics influence the perception to classroom achievement goal orientation. Emotion is one of the personal characteristics that influence the perception to classroom achievement goal orientation. As a common negative emotion in school, anxiety influence students' academic performance and mental health directly. Anxiety is one of important factors that influence personal achievement goal orientation, and perceived classroom achievement goal may mediate the influence of anxiety on personal achievement goal orientation. However, the relation among the three factors is ambiguous, and need to be investigated further. Linnenbrink and Pintrich (2002) put forwarded a supposed model linking emotion, perceived classroom achievement goal and personal achievement goal orientation, on the basis of the investigated results that referred to the relation between emotion and perceived classroom achievement goal, and the relation between emotion and personal achievement goal orientation. We studied the relation among anxiety, perceived classroom achievement goal and personal achievement goal based on the supposed model. Based on group random sampling, the research investigated junior high school students of two junior high schools in Dezhou with the scales for state-trait anxiety, perceived classroom achievement goal and personal achievement goal orientation. The amount of effective questionnaires is 369. The data was processed through ANOVA and Hierarchical Multiple Regression Analysis with statistical software, SPSS 10.0. The main conclusions of the research are as follows. (1) State anxiety, trait anxiety, perceived classroom mastery goal and perceived classroom performance goal differed remarkably in grades. Perceived classroom performance goal, personal mastery-approach goal, personal performance-approach goal and personal performance-avoidance goal differed remarkably in sexes. (2) State anxiety has significant effect on personal mastery-approach goal, personal mastery-avoidance goal and personal performance-avoidance goal, but has no signi ficant effect on personal per for mance-appr oach goal. (3) Trait anxiety has significant effect on personal mastery-avoidance goal and personal performance-avoidance goal, but has no significant effect on personal mastery-approach goal and personal performance-approach goal. (4) The student with perceived classroom mastery goal is prone to adopt personal mastery-approach goal, and the student with perceived classroom performance goal is prone to adopt personal performance-approach goal and personal performance-avoidance goal. (5) Trait anxiety influence personal mastery-approach goal and personal performance-approach goal indirectly through the benefit of perceived classroom mastery goal. Trait anxiety influence personal mastery-approach goal, personal performance-approach goal and personal performance-avoidance goal indirectly through the benefit of perceived classroom performance goal.