A Research Of Secondary School Students’ Achievement-motivation, Achievement-attribution And Self-efficacy Of Study In Non-government-run Schools

Recently, education workers have drawn more and more attention tostudents’ achievement-motivation, which has also become a research focusfrom the psychologists. It is observed that learning is a behavior ofachievement-motivation and it also influences the development of students.As the achievement-motivation plays a rather pivotal role in students’formative years, only by fully understanding their developmentcharacteristics of achievement-motivation, can we education workers helplead their motivation to a positive way specifically and lay a soundfoundation for their future. To improve achievement-motivation isinseparable with the cultivation of self-efficacy of study and the training ofachievement-attribution. In this case, this research is to study and analyzethe characteristics of achievement-motivation, achievement-attribution andself-efficacy of study of secondary school students; to have a furthercognition towards the relations among these three factors by constructing arelation model, which also aims to provide theoretical references of how toimprove secondary school students’ achievement-motivation.This research adopts questionnaire method by interviewing439secondary school students. It indicates that achievement-motivation variesdistinctively in gender, schools and scores, pursue the successfulmotivation shows extreme differences in schools and scores while avoidingbeing defeated. Differs from school to school. 1、The average index of these three secondary schools differs inachievement motivation, achievement attribution and self-efficacy oflearning and it declines from the famous private secondary school to thegeneral private secondary school.2、In both conditions of success and failure, achievement motivationshares a closely positive correlation and regression with achievementattribution; achievement motivation shares a distinct relation withself-efficacy of learning in every dimensionality.3、Achievement motivation distinctively differs in different secondaryschools, which can be well manifested in the index declines from famousprivate secondary schools, state-owned schools and general private schools.It is also rather conspicuous as large distinction can be found in the factorsof examination marks and gender. The success motivation and achievementmotivation of girls are higher than that of boys while boys have strongerfailure-avoided motivation.4、In the successful condition, gender and examination mark play animportant role to explain the differences. Girls have more active attributioncompared with boys. In the condition of failure, distinctive differences canbe found in factors like examination mark, schools and class leaders.5、self-efficacy of learning differs largely in different schools and itdeclines from the famous private secondary school to the general privatesecondary school. The students with examination marks above60usually score higher than those under60. Girls’ self-efficacy of learning scoreshigher than boys’ in each dimensionality. It also differs in different grades.The students in grade8have the highest self-efficacy of learning.6、In the successful condition, the adjusting effect is very distinctiveamong the study self-efficacy of learning, examination attribution andachievement attribution while the self-efficacy of learning discourageexamination attribution and achievement attribution.