The Relations Of The Classroom,Social And Academic Achievement Goal And With Academic Achievement In Middle School

The achievement goal classification study is one of the important issues in the achievement goal field. It helps to facilitate the foundation of achievement goal theory, to expand the connotation and extension of achievement goal concept and to strengthen its instructive value. Based on it, by the method of questionnaire, classroom goal, social goal and academic achievement goal were invested, in 990 middle-school students, including six grades, in order to access developmental salience of three goals, and discuss the relationship of them and establish their effect form on the student academic achievement. The results showed that:1. middle-school students" classroom mastery goal and classroom performance goal were contrary developmental trend. It was the main goal orientation of mastery -approach and avoid and performance-avoid in academic achievement goal. And the higher levels were social responsibility goal, adult positive pride and peer positive goal in the social goals. There was deference in grades of classroom mastery and performance goals, academic mastery -approach goal, social responsibility goal and peer positive pride. Academic mastery-performance avoids goals and peer negative were different in male and female.2. Each of goals was related to students* academic achievement. Classroom mastery goal, academic approach goals, social responsibility goal, peer positive pride goal and adult positive pride were positively correlated with academic achievement. Classroom performance goal, academic avoid achievement goals were negatively correlated with academic achievement.3. Social goal affected academic achievement through academic achievement goals. But peer negative pride had the direct but also indirect effects to academic achievement.4. Academic achievement and social goals were mediators between classroom and academic achievement. Social goals and academic achievement goals were senary relations.5. Academic achievement goal existed interactive effects. High mastery-low performance goal orientation leaded to the best academic achievement.