The Experimental Research On Internalization Of Extrinsic Learning Motivation Of Students At Junior High School

The learning motivation is the motivity to urge the student to be engaged in thestudies activity, there are the type of motivation and the behavior of study, theresearcher has conducted the massive research from the different angle to the learningmotivation .The correlation researches indicated that it is the intrinsic learningmotivation which can continually be the impetus of study, the external studymotivation only gets up to the assistant role. Only when the external learningmotivation be transformed into the intrinsic one, the student himself can fully enjoythe pleasure of learning. They didn't have excessive external pressures but their owninitiative, spontaneous, positive learning activity .The function of intrinsic learningmotivation indicated that the external learning motivation is also important similarly.Therefore, transforming the external learning motivation into the intrinsic learningmotivation, that, promots the process of internalization is extremely importantly .Butfor along time, it lacks of systematic researches regarding to internalization fromexternal study the junior high school students of motivation at occurrence condition,psychic mechanism, developmental characteristic and influential factor. According tothe self-determination theory, we defined the internalization from the external learningmotivation as a process of positive study among individual identified experience andthe self-adjustment .And it can be realized in the individual understanding to thething important and the higher self-determination feeling in the study .This research take the self-determination theory as a foundation. The externalmotivation is divided into four levels on the degree of internalization, respectively,fourways of adjustments of Self-determination. Namely, the external regulation, theintrojected regulation, the identified regulation and the integrated regulation . Andthese different types have different influence on people's thought, the feeling and thebehavior. When internalization occurs in contexts that support self-determination, theregulation will be integrated, as proved by coherence or consistency between one'sbehavior and one's feelings about the activity .However, when internalization occursin contexts that do not support self-determination, the regulations will merely beintrojected ,as showed by a lack of consistency between one's behavior and one'sfeelings about the activity. The self-determination of motivation internalization modelbelieved that the individual transforms exterior descriptive rule into the internalapproval fuller, Then in the regulation it's expected that the individual motive andthe behavior are more self-decisive. Only when the social situation satisfies child'sthree kinds of basic psychology need, namely, the competent need, the autonomy needand the relation need, then the students could whole-heartedly engage their attentionon the learning activity. And the degree of motivation internalization was functionwith the basic psychology needs to obtain the satisfaction. Motivation internalizationis a socialized process from external regulation to the identified regulation, and thedegree of motivation internalization is related with the society factors. Specially, otherimportant people's such as the parents, the teacher, and the companion are profoundinfluence to motivation internalization.The research was composed of microscopic and two macroscopic angles, andfour aspects which the occurrence condition, the psychic mechanism, the developmentcharacteristic and the influence factors .This experiment employed a 2×2×2 factorialdesign in which each of the three hypothesized facilitating factors was manipulated asan independent variable .We tested that the combination of a meaningful rationale, anacknowledgment of conflicting feelings , and the style that minimizes pressure andconveying choice are the three critical ,social-contextual facilitating factors thatsupport self-determination. This experiment employed four different effort rationalewhich contains control group,the external regulation group ,the introjectedregulation group, and the identified regulation group as extrinsic contingencies,and then discuss psychic mechanism of internalization. That the provision of arationale communicated in an autonomy-supportive way would facilitate participant'identification experience and that the extent of this identification experience wouldpredict extent of subsequent effort. We used questionnaire to test the students ofjunior high school for the internalization of development characteristic and theexternal influence factors from external learning motivation, contributingsystematically research to internalization of the theory and the practice.The results indicate that providing a rationale, acknowledging feelings andconveying choice are three critical,social-contextual factors for promotinginternalization. The amount of internalization is influenced by number of facilitatingfactors. When the social context supported self-determination (as represented by threeor two of these facilitating factors being present), there was more internalization thanthe way when the context did not support self-determination (as represented by one orzero facilitating factors). Contexts that were supportive of self-determinationpromoted integration(as represented by positive correlations between behavior andself-reports),whereas those that were nonsupportive of self-determination promotedintrojection (as represent by negative correlation).From this study ,it appears that arational ,by itself, increases perceived importance and perceived choice, but therationale is accompanied by facilitating autonomy-supportive conditions ,namely anexternally provided rationale that communicated in an autonomy-supportive facilitateinternalization way. Based on occurrence condition of internalization, the provision of arationale communicated in an autonomy-supportive way, understanding internalization psychicmechanism from external learning motivation and construct motivational mediation modelinternalization from external learning motivation. That the provision of a rationale communicatedin an autonomy-supportive way would facilitate participant' experience of identification(perceived importance and perceived choice) and that the extent of this identification experiencewould predict extent of subsequent effort. This motivational mediation model reflectinternalization psychic mechanism from external learning motivation. And adding thispre-lesson assessment to2-2,we hoped to construct a motivational mediation model that couldexplain a substantially greater proportion of variance in participants' identification experienceduring the lesson. In the middle school stage, the controlling motivation (external regulation,introjected regulation ) and autonomy motivation(identified regulation,integrated regulation )keep basic steady development trend .The level of development trend changes according todimension. Speaking of students in junior high school, consciousness social support is theimportant attribute affecting the learning motivation. The student and the other important peoplelike teacher, the companion, parents' relations have the important influence to the development ofchild's behavioral motivation .This research is the first to bring such longitudinal and crosswise two aspects,combines questionnaire and experiments, systematically explored the socializedprocess on internalization of students of junior high school from external learningmotivation, using the study situation research which validated the theory aboutinternalization occurrence condition;second, according to the self-determinationtheory to define the internalization, identified, and explored internalization psychicmechanism from external learning motivation then construct motivational mediation modelinternalization from external learning motivation . As well as psychic mechanism fromexternal learning motivation, using structure equation construct motivationalmediation model and alternative model internalization from external learningmotivation. In the present study, we operationally defined the experience ofidentification as a higer order latent variable consisting of two indicators named highperceived importance and high perceived self-determination. They are mediatingfactors of internalization of motivation. Third, we carried expansible research studentsof junior high school on the internalization from external learning motivation .The studyexplored development trend on external regulation, introjected regulation ,identifiedregulation,integrated regulation from different sorts,different grade and different gender.Fourth, we carried the influence factors on s internalization of students of junior highschool from external learning motivation. The student and the other important people liketeacher, the companion, parents' relations have the important influence to the development ofchild's behavioral motivation. Consciousness social support is the important attribution to thelearning motivation and the important influential factors to the student in junior high school. Thisresearch had enriched and developed the research area of internalization from external learningmotivation.