Research On The Relationship Among The Achievement Goal Orientation, The Academic Self-efficacy And The Emotional Reaction

Questionnaire and condition controlled in classroom method have been applied in this research and researched 161 of 7th grade and10th grade in two middle schools in order to explore the relations among Achievement goal orientation including mastery goals, performance-approach goal and performance-avoidance goal and the Emotional Reflection. The aim of this research is to explore the possible predict relationship between achievement goal orientation and positive & negative emotion reflection. Meanwhile, whether or not Academic self-efficacy plays a meditative role in the relevance between the dimensions of goal orientation and the emotional reaction, and whether or not the prediction is affected by sex and grade. If the results suggest that there is the regular relationship existence and make sure that different goal orientations could predict positive or negative emotions, it not only could help us understand the relationship among the three factors well, but also could use the regular relationship make students adopt an adaptive goal in order to develop a positive emotional reflection in the environment full of pressure.The findings indicate that:(1) Mastery goal correlate to emotional tone and affect at school positively. Performance-avoidance goal correlate to emotional tone and affect at school negatively. The result from the regression suggests that mastery goal could predict positive emotions and Performance-avoidance goal could predict negative emotions. Students with mastery goal could have more positive emotional reaction than with performance-avoidance goal, and less negative than with performance-avoidance goal.(2) Academic self-efficacy plays a partly meditative role in the relevance between mastery goal and emotional tone and between performance-avoidance goal and affect at school. Further, it plays a completely meditative role in the relevance between performance-avoidance goal and emotional tone.(3) Compared to 7th grade and10th grade, master goal, academic self-efficacy and positive affect at school obviously decreases. Compared to girls and boys, academic self-efficacy obviously decreases. There is interaction between sex and grade on the academic self-efficacy and performance-avoidance goal, in 7th grade, there is no significant difference about self-efficacy in sex. But in10th grade self-efficacy reported by boys is higher than girls. In10th grade there is no significant difference about performance-avoidance goal in sex. But in 7th grade, performance-avoidance goal reported by boys is higher than girls.(4) Students not only centralize in high mastery, performance-approach &performance-avoid groups, they also have multiple goals.