The Relationship Between Effort Persistence And Achievement Goal Orientation Among Middle School Students: The Chain Mediation Effect Of Self-efficacy And Failure Mentalit

Achievement goal orientation is an important factor that affects students’ academic development and personal achievement.Achievement goal orientation not only affects the academic performance of secondary school students at their current academic level,but also has an impact on their future academic development at the university level.The secondary school stage is a critical period for individuals to undertake science courses,and establishing a good selfefficacy and beliefs about failure for science learning can help individuals achieve academic success.Persistence of effort is one of the important dimensions of perseverance as a personality trait that plays a key role in the formation of achievement goals.Do self-efficacy and beliefs about failure facilitate or hinder the formation of achievement goals? Do different genders and academic stages have an impact on the pathways of influence? In order to understand more comprehensively the internal mechanisms of perseverance in science learning and achievement goal orientation,this study examined the current situation,developmental changes,and internal mechanisms of perseverance,self-efficacy,beliefs about failure,and achievement goal orientation in science learning based on the "onion model" of individual learning styles.The study also examined the longitudinal predictive role of persistence and the moderating role of gender and academic stage in the mechanism of action.This study included both cross-sectional and longitudinal studies.In Study 1,a total of 1053 middle school students in junior high school,junior high school,senior high school,and sophomore high school were studied,and the developmental characteristics and correlations of perseverance of effort,self-efficacy,beliefs about failure,mastery goal scale,and achievement goal subscale were measured using the Perseverance of effort Scale,Scientific Learning Motivation Self-Efficacy Scale,Beliefs about failure Scale,Scientific Learning Motivation Mastery Goal Scale,and Scientific Learning Motivation Performance Goal Subscale.The study also examined the role of gender and academic stage in moderating the development of achievement goal orientation of secondary school students.In Study 2,a longitudinal chain mediation model between perseverance of effort and achievement goal orientation was developed for some of the subjects in Study 1 with 966 first-,second-,senior-,and sophomore-year students,focusing on the differences in the model between different academic stage cohorts.The main results of this study showed that:1.The perseverance of effort positively predicted mastery goal orientation and negatively predicted performance goal orientation;2.Self-efficacy and beliefs about failure acted as chain mediators between perseverance of effort and achievement goal orientation;3.Gender and academic stage play a significant moderating role in the chain mediation;4.The positive prediction of T1 perseverance of effort and negative prediction of T2 mastery goal orientation and T2 performance goal orientation;5.Self-efficacy and beliefs about failure played a longitudinal chain mediating role between T1 perseverance of effort and T2 achievement goal orientation;6.academic stage played a significant moderating role in the longitudinal chain mediation.In summary,in the process of science learning,the higher the level of perseverance of effort of middle school students,the more it promotes them to hold mastery goal orientation and reduces the tendency to hold performance goal orientation;the higher the level of individual self-efficacy and the level of failure mindset,the more it promotes individuals to hold mastery goal orientation;compared to male students,increasing the level of perseverance of effort of female students better promotes the level of self-efficacy,while compared to female students,increasing the level of male students’ perseverance of effort levels better promote their mastery goal orientation levels;compared to middle school students,increasing high school students’ perseverance of effort better promotes self-efficacy levels,while compared to high school students,increasing middle school students’ self-efficacy better promotes their holding mastery goal orientation;the mechanisms by which perseverance of effort affects science learning achievement goal orientation differ across academic stages.