A Study On Achievement Goal Orientation, Self-efficacy Sense And Locus Of Control In Junior School Students With Learning Disabilities

Learning Disabilities (LD) is always a difficult problem which the educational circles attempts to solve. In recent years, many researches have been done in this field by lots of psychologists and educationist, and they agree that LD is worked with many factors, one of the most factors is that LD students have a lower study motive, an unsufficent self-confidence and a lower Self-Efficacy Sense.So the research which raise LD students' learning motivation have the important theory and practice significance.This research embarks from the study of the overall idea, has selected achievement goal orientation, academic self-efficacy sense and locus of control as a breakthrough, inspects LD student's psychological characteristic and provides the basis and the instruction for LD student's educational transformationThis research recruited 331 LD students and 604 LA students as a comparison group from five junior schools in five Guizhou's junior school. Uses the questionnaire survey method, has explored the characteristic of the different sex, the different grade, the different school's LD students in achievement goal orientation, academic self-efficacy sense and locus of control, and the relationships between these three study motivations. Results mainly demonstrated:1. There doesn't exist sex differences of achievement goal orientation, academic self-efficacy sense and locus of control among LD students; compared with LA students, LD students had significantly differences in learning goal orientation, learning capability self-efficacy sense and locus of control.2. There exists grade differences of performance-approach goals orientation and academic self-efficacy among LD students; compared with LA students, LD students had not grade differences in performance-approach goals orientation and had significantly grade differences in learning goal orientation, performance-avoid goals orientation, academic self-efficacy and locus of control, except performance-approach goals orientation.3. There exists school differences of learning goals orientation, learning capability self-efficacy and locus of control among LD students; compared with LA students, LD students had not school differences in performance-approach goals orientation and learning behavior self-efficacy; and had significantly school differences in learning goal orientation, performance-avoid goals orientation, learning capability self-efficacy and locus of control.4. Compared with LA students, LD students' performance-avoid goals orientation had not significantly related to learning goals orientation and academic self-efficacy sense.5. There were interactions between grade and school in LD students' learning goals orientation, performance-avoid goals orientation and learning behavior self-efficacy; there were interactions among grade, school and sex in LD students' performance-approach goals orientation.6. LD students' locus of control to learning behavior self-efficacy and performance-approach goals orientation not directly influence; LD students' leading achievement goals orientation is learning goals orientation.Based on the findings above, the thesis proposed strengthens achievement goal orientation, academic self-efficacy sense and locus of control suggestion: (1) Enhances LD students' learning goals orientation; (2) Active and healthy learning atmosphere conducive to educational conversion of LD students; (3) Successful education is a effective methods to improve LD students' academic self-efficacy sense; (4) LD students by enhancing their independent learning capacity to improve their locus of control; (5) The second grade is a focus of educational intervention.