Relationships Among Achievement Goals, Theory Of Intelligence, Gender Role And Academic Achievements Of Senior High School Students

The core task of high school in our country is to bring up qualified freshmen for university. Therefore, the core target of study in high school is to make preparation for entering university, so academic achievements of senior high school students draws everyone's attention. Since the 1960's, with the rising of cognitive psychology, psychologists have begun to explain the individual achievement motivation and achievement behavior from social cognitive perspective. Achievement goals theory and theory of intelligence has become a noticeable subject. The theory of intelligence affects achievement goals, achievement goals affect academic achievements, and achievement motivation has correlated with gender role. Therefore, the present study investigated relationships among achievement goals, theories of intelligence, gender role, and academic achievements of senior high school students.On the basis of these researches, the questionnaire investigation method was used to investigate 758 senior high school students'achievement goals orientation, theory of intelligence, and gender role. Relationships among achievement goals, theory of intelligence, gender role and academic achievements were discussed and the results as follows:1.Senior high school students'theory of intelligence is negatively related to their learning goals and positively related to their performance goals significantly.2. Senior high school students'theory of intelligence is negatively related to their academic achievement significantly;3. Senior high school students'performance goals are not significantly related to their academic achievement; and their learning goals are positively related to their academic achievement significantly.4. Senior high school students'theory of intelligence not only exerts direct effects on their academic achievement but also exerts indirect effects on them through its effects on learning goals.5. Senior high school students'academic achievement have significant variance in four different gender role groups. Masculine and androgyny are significantly higher than feminine and undifferentiated.6.Senior high school students'achievement goals have significant variance in four different gender role groups. In performance goals,feminine and androgyny are significantly higher than masculine and undifferentiated ;whereas in learning goals, masculine and androgyny are significantly higher than feminine and undifferentiated.7. Senior high school students'score of masculine not only exerts direct effects on their academic achievement but also exerts indirect effects on them through its effects on learning goals.