Research On Components And Influential Factor Of Academic Self-Reinforcement In Junior Middle School

As a strategy of self-regulation, self-reinforcement is defined as people set criterion, and response by controllable guerdon after estimating results to maintain or enforce their motivation of action. The present research study the characteristic of using self-reinforcement in junior middle school students by experimentation, and study the relationship of self-esteem, Self-efficacy, intellectual achievement responsibility, achievement goal orientation and self-reinforcement by questionnaire. The research results are as follows:Self-reinforcement used in junior middle school students covers components of self-reinforcement formulated by former researchers, namely setting criterion, estimating results and response by themselves.Self-reinforcement is predicated positively by Self-esteem, Self-efficacy, intellectual achievement responsibility and mastery goal orientation, performance approach orientation of achievement goal orientation, and is predicated negatively by performance avoidance orientation. Besides as the most important factor to affect self-reinforcement, Self-efficacy is the intervening variable of self-esteem, intellectual achievement and self-reinforcement.The frequency of using self-reinforcement in learning disabilities is lower than high achiever significantly, and there exist different when the two group use self-reinforcement; Learning disabilities' scores of questionnaire of self-esteem, self-efficacy, intellectual achievement responsibility and mastery goals orientation are lower than high achiever significantly, but have higher score of performance avoidance orientation significantly.No gender and age significant difference are found in self-reinforcement and predicated factor.