The Research Of Achievement Goals On Study And Their Influence In College Students

The purpose of this research was to test Carol S. Dweck's achievement goals theory in university students from Xiamen area China. The questionnaire of undergraduate students' achievement goals orientations and the questionnaire of undergraduate students' confidence on study which were compiled by us. The definite aim was to find out the characteristics of current university students on goal orientation, theory of intelligence, confidence, achievement feeling, manners to cope with failure and depression, and the relationships among these factors.Research conclusions:First, these two questionnaires had intermediate levels of content validity, construct validity. The goals orientation questionnaire also had certain test-retest reliability. But the other questionnaire's test-retest reliability was a little low, because of the external reason.Second, the result indicated that university students' ability theories, goal orientations and so on all leant to their active aspect. But their achievement feeling was not high.Third, multivariate analysis of the factors showed that college, grade and locus all have main effect; college and grade, college and gender e.g. have interaction on mastery goal. In aspect of performance goal, college and gender both have main effect; college and grade; college grade and gender have interaction. About failure motivates, college and grade, college and gender both have interaction. Otherwise, college, grade and gender have interaction on depression. And gender have main effect on achievement feeling.Four, all factors had extremely significant Correlations expect incremental ability theory didn't correlate with achievement feeling, depression and confidence, and entity theory didn't correlate with mastery goal and failure motivates.Five, relative to graduate student, the college students showed more significantly negative on entity theory, performance goal, failure motivates and depression .It meant that these factors influence the achievement of learning.