Modal Class Students' Self-efficacy, Learning Motivation And Learning Achievement And Intervention

Psychological research shows that the self-efficacy feeling and learningmotivation are two important variables which can influence students’ learning.Although there’s been a lot of researches about the relation between the self-efficacyfeeling, learning motivation and learning performance, there are few studies whichconcentrate the poor-performanced students in a class group to research therelationship between their self-efficacy feeling, learning motivation and learningperformance. The research target of the article is on the above aspect: according tothe situation of recruiting students, the school concentrate the poor-performancedstudents in a class (we named it modal class). In this paper, the author studies thecorrelation of their self-efficacy, learning motivation and school records. Based on it,intervening the self-efficacy and learning motivation of those students, then testingthe change of self-efficacy and learning motivation after the intervention, and analysethe relationship between these two variables and their academic records.The results show that:1, Before intervention, the self-efficacy of slow learners in the modality classesand their academic performance are not related.2, After intervention, the motivation of slow learners in the slow classes and theiracademic achievements are not related.3, After the intervention, the academic performances of students in the modalclass become significantly better than before.4, After intervention, self-efficacy and academic performance are significantlyassociated.5, After intervention, some dimensions of study motivation, like external goalorientation, task value and self confidence are in remarkable correlation with schoolrecords. What’s more, the improvement of the school records reached a significantlevel.