The Relationship Of The Internal/External Motivation,Metacognition And Achievement Goals In Junior School

achievement goals, internal and external motivation or metacognition, all studies show that these three have a great impact on academic performance, but past studies have often treated in isolation achievement goals, internal and external motivation and metacognition three. In addition, the relationship between achievement goals and motivation are concentrated in the grasp-score two-factor structure of achievement goals on motivation, combined with the master achievements and close to-evade structure, motivation, what kind of interaction, Few studies have related to. Through research and found that:Revised, the internal consistency coefficient of0.891and0.855, respectively. Metacognitive Awareness Scale and achievement goal questionnaire, Metacognitive Awareness Scale subject load from0.46to0.79; achievement goal questionnaire subject load of0.69to0.86confirmatory factor analysis between each subject load up to standard. Both fit index is also very good, and have reached the required standard. Overall, very good reliability and validity.2results-close to the target and master-close to the goal of the year a significant main effect; post hoc test results-close to the target, first, the second was significantly higher than third, there is no difference between the first two days; in mastering-close to the target The first day was significantly higher than the third, started with the first two days, two days with three days of no difference. Mastery-close to the target score-close to the target, master evasive objectives, performance-and evade the goal of four there was no difference in gender. Similarly, these four parts in the year*sex interaction effects are not significant. Significant grade main effect of3agree that belief motivation and intrinsic motivation; after tests have shown in the identity belief, first, the second was significantly higher than third, started less than the beginning, but there was no difference;, including two days in the motivation was significantly higher than third, first, third greater than the first day, still no difference. Belief in external motivation, proactive belief motivation, identity beliefs motivation, intrinsic motivation of the four parts of the gender difference. Four parts in the year*sex interaction effect was not significant.The main effect of metacognitive knowledge, cognitive control, as well as metacognitive grade; post hoc test on the points of cognitive knowledge, the first two days was significantly higher than the third, first, there was no difference between third and first; in the cognitive control The first two days was significantly higher than the first, third, first significantly higher than the first two days; overall metacognitive and cognitive control, is also the first two days was significantly higher than the first, third, significantly higher than the first two days started. Metacognitive and two dimensions of gender differences. However, metacognition, and each dimension in the year*sex interaction effects are significant, indicating the first day to two days of the period, boys and cognitive knowledge and awareness of the controlled growth of slightly faster than the girls, while the first two days into the third period, the girls identified know that the decline in the degree of knowledge and cognitive control is far faster than boys.