High School State - Trait Anxiety, Learning Motivation And Learning May Be Self-relationship

Academic possible self is self response in area of learning, it is derived by possible self, mainly refers to the possible self in the academic field. Currently, about it the domestic research is little, while foreign research focuses on the academic achievement and learning behavior, studies show that academic achievements and concept of self is related, studies self affected students' academic behavior, positive academic self reflects the psychological health of the students. Learning motivation is motivation in learning activities, its application in self adjusting function, make coordinated internal and external cause, forming a dynamic factors, while state-trait anxiety are two different forms. Study found that learning motivation and academic may close contact, and ego state-trait anxiety affect students' school achievement, so what is the relationship among these three? This study aims to study the relationship among the three, providing the reference for the students'healthy development and the school's teaching activities.This study adopts state-trait anxiety scale; academic may self scale and learning motivations scales.500 middle school student in Xi'an were randomly measured from senior grade one and grade two with 500 questionnaires, recycling of valid questionnaires 458. Based on the original data, this paper analyzes the state-trait anxiety, learning motivation and Academic possible self s relationship.results are as follows:1. Students of different genders in state anxiety and trait anxiety scores are no significant difference of distribution. That is to say, men and women living in the state-trait anxiety have no obvious gender differences.The students in different grades in state-trait anxiety level do not differ significantly.In state anxiety, the singleton female state anxiety levels significantly higher than not the only-child children; But in trait anxiety level one-child and the only-child children does not exist significant differences.2. Men and women in surface type and achievements in the comparison of the type motive, no significant differences, but men and women in the deep type motive choice significant differences, the boy motivation level higher than girls. In addition, the results show that the learning motivation grade difference does not exist.Only with the one-child in surface type motive and achievement type motive level, but no significant difference in the deep type motive level with the singleton the differences only reached significant level. The singleton deep type learning motivation level is higher than not the only-child children.3. Different sexes, different grades and singleton female and the only-child children in the current and future studies possible self no significant differences. In other words, the studies on sex May in my grade, singleton female demographic variable such as the only-child children do not exist significant differences.4. The learning motivation surface type motive and deep type motive and state-trait anxiety in remarkable correlation, but learning motivation achievement type motive dimension and the state-trait anxiety no significant correlation, in addition to learning motivation, besides, achievement type state-trait anxiety, learning motivation (surface type, deep type) and related studies possible self.5. Learning motivation (surface type, deep type) as state-trait anxiety and academic possible self's obvious intermediary variable, playing an important role...