An Analysis Of The Influence Of Middle School Students' Achievement Motivation And Academic Self - Efficacy On Achievement

Studies had shown that, motivation and cognition and other non-intellectual factors play a guiding and regulatory role in the learning activities. Discussing relations between non-intelligence factors and its role in learning activities is conducive to a more comprehensive and systematic understanding of the impact of various factors on learning activities. In all non-intelligence factors affecting academic achievement, there are two important factors, namely, achievement motivation and self-efficacy, and both not exist in isolation, but the two are not isolated, but interrelated. Among them, achievement motivation is not only a kind of individual success needs but also the expectations of success and the pursuit of the goal. Thus, cognitive factors were introduced to the study of achievement motivation. Achievement goal orientation theory has been proposed and it has become the focus of the study of achievement motivation in recent years. In addition, self-efficacy as another important factor affecting the performance, affects individual behavior mainly in behavioral choice, level of effort and persistence, coping style and emotional response. In past research, the study on the relationship between non intelligence factors and learning activities is not systematic and has not formed a relatively unified conclusion. Therefore, the study summarized and integrated these results. The study subjects are middle school students, and the study attempt to propose more reasonable theoretical model to describe the achievement motivation, academic self-efficacy affecting on academic performance in the field of information technology. The study provides a new way for IT education, and provides a new focus for IT teachers.In order to provide theoretical basis for the research hypothesis, the study combed related research of the achievement motivation, achievement goal orientation and academic self-efficacy and the relationship of these three. Then, verifies assumptions and draws the appropriate conclusions by empirical research. Specifically,it includes the following:analyzed of the students’ characteristics and differences in achievement motivation, achievement goal orientation and academic self-efficacy; defined the relationship between them and academic performance; further proposed several models that may exist of individual achievement motivation, achievement goal orientation, academic self-efficacy affecting on academic performance, and verified one by one through the statistical analysis, compared the explanatory power of the model, try to find a reasonable path effects; Finally, concluded the following major views:1.By testing the linear relationship model between students’ achievement motivation, achievement goal orientation, academic self-efficacy and academic performance, the results showed that academic self-efficacy, performance goal orientation played the predictive role of academic achievement. The achievement motivation, master goal orientation on the role of academic performance were not significant.2.By inspecting the academic self-efficacy mediating effect model, the results found that students’ academic self-efficacy fully mediated between the achievement motivation and academic performance.3.By inspecting the academic self-efficacy moderating effect model, the results found that students’ academic self-efficacy had negative moderating effect on the relationship between achievement motivation and academic performance. And it had negative moderating effect on the relationship between master goal orientation and academic performance. But the moderating effect on the relationship between performance goal orientation and academic performance was not significant.4.After comparing the explanatory power of three theoretical models by the qualitative and quantitative perspectives, it was found that academic self-efficacy moderating effect model was the most reasonable theoretical model, because it not only can be more comprehensive one which described the effect of student’ achievement motivation, achievement goal orientation and academic self-efficacy on academic performance, but independent variables in the model can explain the variation due to the number of variables of the best, up to 15%.Finally, in addition to summarize and generalize findings, the study also raised several enlightenment on achievement motivation and academic self-efficacy theory, methods and IT teaching practice. On this basis, it reflected the limitations and shortcomings of the study and proposed future research directions.