.11-15 Years Of Age For Children To Learn The Motivation Characteristics And Classroom Environment To Study Its Impact

Learning motivation is an internal motivator to promote student's learning activities. The social cognitive motivation theory integrated the motivational and cognitive factors, and put forward four key components of motivation including achievement goals, achievement motivation, academic self-efficacy and academic attribution. This study was based on the social cognitive motivation theory and researched on each of these four components from the integrated view to research the learning motivation.Class environment refers to a social-mental environment which consists in the group composed of the teacher and students. It influenced student's personality characteristic, mental health, learning behavior and results.Firstly, this paper developed learning motivation scales including four subscales of achievement goals, achievement motivation, academic self-efficacy and academic attribution based on the social cognitive motivation theory, and examined the credibility and validity of "My Class Questionnaire". The results indicated that the developed and revised scales have satisfactory dimension construct, credibility and validity.Secondly, the motivation scales and "My Class Questionnaire" were administrated to 558 students of grade 5, grade 6 in primary schools and the three grades in middle schools.The study yields the following main results:1. The development characteristic of learning motivation of 11- to 15-year-old children : the level of learning goal, academic self-efficacy, motivation of achieving success, effort attribution and ability attribution for success of students of grade 6 in primary school and grade 3 in middle school were lower than students of other grades. The development characteristic of the luck attribution for success and the ability attribution for failure was contrast to the above mentioned. The level of task difficulty attribution for success of students from grade 5 in primary school to grade 2 in middle school decreased with the increase of grades, and increased saliently on grade 3 of middle school.2. The scores of performance -approach goal, performance-avoidance goal, motivation of avoiding failure, luck and task difficulty attribution for failure had no significant difference among grades.3. The learning goal, academic self-efficacy, motivation of achieving success and effort attribution were the dominant in the learning motivation of 11- to 15-year-old children.4. Research on gender difference of learning motivation found that the scores of performance-approach goal, effort attribution for success and failure, and ability attribution for...