Students' Motivation Missing Scale

Learning motivation initiates, maintains students'learning behavior and helps them to achieve stipulated objectives. There would be no learning behavior without learning motivation. Because motivation is so important in learning activities that educational psychologists have never been stopped studying and discussing it since the birth of educational psychology. Various learning theories of motivation have emerged, and many classic examples of experimental study have been left. But over the years, research on motivation has been focused on such a problem as "why people have motivation", but few people are interested in the problem "why people have no motivation" or "why people lack of motivation". Until the 1990s, foreign scholars has started to pay attention on this issue and conducted empirical and theoretical study. Therefore, compared with the mainstream research, the study on lack of motivation is a relatively new subject. In the current schools, the teachers are facing the most difficult problems that considerable number of students "do not like learning", that is lack of motivation, the issue has plagued parents a lot of problems, too. Lack of motivation has become a prominent problem and an important issue in the field of school education. In the past ten years, researchers in China has continuously focused on this problem and began to study this issue. However, there is no related articles in the domestic authority or core psychology journals, all papers on lack of motivation have been published in education journals and magazines. These papers have a common characteristic, that is, there is no literature review, clear theoretical basis, clear definition and theoretical structure on the research of lack of motivation, there is only description and explanation according to personal experiences, or borrow a couple of motivational terms to explain the phenomena, they are not strict psychological research. Therefore, the study of lack of motivation demonstrates theoretical and practical significance. The measurement and assessment of lack of motivation should be the key issue for it not only reflects the understanding of the meaning and structure of lack of motivation, but also lays the foundation for further large-scale empirical research. Besides, it will provide the possibility of understanding the individual lack of motivation state, style, various influencing factors and mechanisms. Therefore, this study selects the "the development of lack of learning motivation scale" as a starting point, which can point to an area, improve research efficiency.The research has been divided into six chapters. The first chapter is "Research Overview", mainly focusing on the study of the origin, meaning, goals and methods. The second chapter is about the related theoretical issues. In this chapter, the author has discussed on the issues relative to the scale, and at the same time, makes a review of relevant literature. On this basis, the author has put forward innovative basic view about these issues, noting some of the basic premise of this study, establishing the theoretical framework of the initial scale, and developing the principles of scale for the theoretical preparation of a lack of motivation scale. Chapter three is about the development of lack of learning motivation scale. And it is the keystone of the research. The chapter describes the whole process of scale development. First, according to the theoretical constructs of the lack of motivation structure proposed by the author, as well as open questionnaires for the students and teachers, and learning from foreign related scales, the researcher designed the initial scale. It is revised after the application, and applied for the next turn. Again and again the scale being tested, analyzed, and improved, and ultimately established the lack of learning motivation scale structure, and confirmatory factor analysis confirmed it. After item analysis, reliability and validity analysis, it turned out to be a scale with good measurement characteristics. Chapter four is the application of the scale. The process of the scale trial is the process of re-examination of the scale characteristics and quality. So to some extent it is also the further improvement of the third chapter. This chapter, using the lack of motivation scale, tested different samples of middle school students from south, central, north regions of Jiangsu province. The results reveals the current status and styles of middle school students'lack of learning motivation, and tests different regions, grades, genders, academic levels of students' lack of motivation, also tests the parents,teachers,peers and other influence factors related to lack of motivation. Confirmatory analysis for each region of the samples showing the lack of motivation scale has good constructive validity and measurement covariance tests show that the scale applies to both male and female subjects, and different regions of Jiangsu province. Chapter five is the general discussion. Based on the scale application, the chapter makes a further analysis for structure and characteristics of the scale, and note the characteristics and the role of the scale, providing people with scale guidance. The education and training strategies also discussed. Chapter six is summary and perspective. This chapter summarizes the research, specified the innovations and features, explores the deficiency of the research and makes the assumption for the future research.This research presents its own unique theoretical insights on the operational definition, structure, and influencing factors of lack of motivation. On this basis, formulates an distinguishing theoretic assumption. The main results of this study is the "lack of motivation scale for middle school students", which compliance with the requirements of a good scale. There is no similar domestic scale. It not only provides a tool for large-scale survey and mechanism research, but also makes it possible to let individuals understand their lack of motivation conditions. According to the scale measurements, we can develop targeted interventions and educational guidance, and re-stimulate the students'learning motivation.