A Study On The Effect Of Achievement Motivation On English Academic Achievement Among High School Students

In recent research,more and more researchers are interested in the achievement motivation of middle school students.Most researchers focused on correlation between achievement motivation and learning achievement,pointing out there was great correlation between them.However,few studies have focused on the specific impact of achievement motivation on academic achievement.Therefore,this thesis intends to use Atkinson's achievement motivation theory and Wiener's self-attribution theory to study the impact of high school achievement motivation on English learning performance.Specifically,it includes the investigation of current high school achievement motivation level,students' achievement motivation differences in gender and different classes,the effect of achievement motivation on English achievement and the distribution of high school students' attribution styles.This study focused on the senior high school students affiliated to Tianjin University as the research object,and aimed to explore the status quo of achievement motivation of middle school students' English learners,whether there are differences in achievement motivation between different genders and classes,and the relationship between achievement motivation and English performance of middle school students.194 senior two students from Tianjin Affiliated Middle School participated in the study,using a questionnaire.The analysis of the results of the questionnaire survey by SPSS shows that most students show a high level of achievement motivation in the achievement motivation from questionnaire;there is no significant difference in motivation for success between boys and girls,but the motivation to avoid failure ofboys is lower than that of girls;motivation for success is not significantly different between classes,and the motivation for avoiding failure in partial science classes is greater than that in partial liberal arts.As far as the correlation between English achievement and achievement motivation,the results of the questionnaire show that there is a significant positive correlation between them.In terms of attribution types,the results of the questionnaire show that most learners tend to attribute effort and ability to success.At the same time,many students show negative attribution,which is the result of their academic failure being the result of external influences.The analysis shows that most English learners' interests in English learning,achievement motivation and attribution are the three major factors affecting English achievement.The study showed that a student,with strong learning interest,high achievement motivation and correct attribution methods is more likely have high academic performance,which also had positive effects on teachers' teaching quality.Therefore,several suggestions on how to stimulate students' interest in learning,improve students' motivation for achievement,and guide students' correct attribution are put forward in order to provide reference for future teaching.