A Research On Characteristics Of Internalization And Related Factor In Learning Motivation Of High School Students

The studying is the process of constructing knowledge by students, and motivate of study is an important factor in their learning. The Self-determine theory(SDT)describes motivation as a continuum with external regulation and intrinsic motivation as two ends, and divides the extrinsic motivation as four sorts of regulations according to the different level of internalization, such as external regulation, introjected regulation, identified regulation, and integrated regulation. The more internalized, the more extrinsic motivation will be similar to intrinsic motivation as to the effect on one's autonomy or self-determination. In the studying, how to internalized extrinsic motivation is the goal of education should achieve. The studying ability of self-regulation of high-school students is in the consciousness by the spontaneous process of development. To enhance their learning initiative activity and their self-learning ability has significance on not only source of students of colleges and universities but also on the personnel training. To this end, knowing the characteristics and the influencing factors of internalization of learning motivation has practical significance to guiding the school-education. This study attempts to investigate the characteristics of the motivation of high school students.Social relations, could provides students with self-regarding, other people's expectations and values and society information, such as the various of principles and norms of resolving specific issues, and provides students with external conditions of society information in favor of approval or internalization, including the support from significant others from different material. This has widespread influence in human's mood condition, coping style and strategy of solving problems. Self-efficacy is the most important moderating factors of human cognition, motivation, emotion and behavior and decision- making process. The newly developed positive psychology pays close attention to the positive emotions, which plays a dynamic action role in potential exertion and development of superiority. Hope is a kind of positive emotion and force, which point to the future. It reflects the needs of individual autonomy to some extent. The degree of internalized motivation has relative to satisfaction of basic psychological needs, and it's also the function which the basic psychological needs. To this end, this study explores initially the relationships between perceived social support and the diverse degrees of motivation, and also tries to discuss the relationship of self-efficacy, hope between social supports, and internalization of learning motivation.In this study four scales were used to measure sample by hierarchical random group sampling and 575 available copies of scales were adopted to collect data which was processed with SPSS13.0. The study reveals that1, High school students show significant difference in grade, gender and way of accommodation. It performs that, the self-control motivation score of students in grade one is higher than that of grade two, girls' are higher than boys' , and the boarders' are higher than externs' .2, Different sources of social support make different efforts to the level of learning motivation. Among them, Supports from teachers and mothers are the main positive factors of learning motivation. The emotional support, close and implemental supports from teachers are the effective prediction variables of promoting higher internalization motive degree, and also the effective prediction variables of self-orientation.3, Hope, academic self-efficacy are the intermediary variables of social support, principal in the supporter of teacher and mother, and autonomy learning motivation.