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Relations Between Achievement Goal Orientation And Class Motivation Climate, Learning Strategy, Academic Performance

Posted on:2005-06-12Degree:MasterType:Thesis
Country:ChinaCandidate:J C JiangFull Text:PDF
GTID:2167360122991501Subject:Educational Psychology
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The research about efficient learning' impact factor and inter procedure is a hot field which educational psychologists are interested in.The theory of achievement goal orientation, which integrates motivation research and cognition research that were once separate from each other, is now becoming the outstanding representative of social cognitive theory in the field of motivation, and has deepened our understand of learning* inter procedure in micro-concept as well. However, the history of this research field is only ten years or so, existing many issuses which need explore deeply, such as what the relation between motivation climate and goal orientation is, whether performance orientation leads to passive learning effect, whether more and more students use performance orientation with age old, whether the performance of the students who hold multi-goals is better than that of the students who hold only one goals, and so on.Questionnaire method and three questionnaires have been applied in this research, including two translation questionnaires "achievement goal orientation questionnaire" , "learning strategy questionnaire" , and self-compiled "class motivation climate questionnaire" . This survey consists of four stages which is item evaluation, pretesting, test and statistical analysis, had researched eight classes of 7th grade and 11th grade in three middle schools. We have used methods of Correlation analysis and Multivariate analysis of variance in order to explore the relations between achievement goal orientation and class motivation climate, learning strategy, academic performance. The findings indicate that:1. Class motivation climate is indeed one of influences factors on achievement goal orientation: If environment emphasizes master and endeavor, students attend to use master goal orientation. In contrary, If environment emphasizes performance and capacity, students attend to use performance approach goal or performance avoidance goal.2. While master goal orientation and performance approach goal can enhance students' achievement, performance avoidance goal obstacles to obtain good achievement. This fact indicates that the distinguishbetween performance approach goal and performance avoidance goal is visiable.3. The correlation relationship between master goal orientation and deep cognitive strategies, metacognitive strategies is significant. Same significant correlations exist between performance approach goal and three learning strategies, between performance avoidance goal and surface cognitive strategies.4. Grade and gender difference among research variances are found. At first, the 11th grade emphasizes more performance motivation climate than the 7th grade, while master motivation climate obviously decreases from 7th grade to 11th grade. With grade ascending, performance approach goal and master goal obviously decreases. In the same time, deep cognitive strategies and metacognitive strategies also decreases. Secondly, female students percept more.performance motivation climate than male students, male students hold more master goal than female students. On learning strategies, female students use more surface cognitive strategies, while male students use more metacognitive strategies.5.Those students who hold multi-goals use more deep cognitive strategies and metacognitive strategies, but multi-goals has not certainly correlation with good achievement.6. Normal high school emphasizes more performance motivation climate than professional high school. Moreover, the students in professional high school who hold performance avoidance goal are more than that of normal high school.
Keywords/Search Tags:Achievement goal orientation, Class motivation climate, Learning strategy, Academic performance
PDF Full Text Request
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