Self-efficacy Of Teachers' Teaching And Students' Learning Motivation And The Relationship Between Academic Achievement

The teaching efficacy of teachers and the learning motivation of students are twoimportant concepts in educational psychology and the psychology of learning. They affectthe academic achievement of students directly, and are in relation with the teaching qualityclosely. Therefore, in carrying out quality-oriented education reform today, to clarify therelationship between the teaching efficacy of teachers, the learning motivation of studentsand the academic achievement of students and to find out the problems existing in thecurrent educational reform can provide better suggestion for school education. The presentstudy the method of literature, questionnaire method, etc., and is based on access to largeamounts of data at home and abroad. The teacher’s teaching efficacy scale compiled by YuGuoliang, Xin Tao Shen Jiliang in1995and the learning motivation diagnostic test (MAAT)revised by Zhou Bucheng in department of psychology of East China normal university areadministered to54Chinese, Math, English teachers and900students in a ordinary middleschool. All data were analyzed by software SPSS19.0.The results were as follow:(1) The teaching efficacy of teachers is not significantly different between differentgenders and different subjects;(2) There is no significant difference between boy and girl students’ learning motivation.But significant difference exists among different grades, learning motivation and selfresponsibility weakened as the grade rises, the promotion tension and avoiding failure of testanxiety increased with grade rising;(3) There is no significant difference between boys and girls’ academic achievement,and girls grades are higher than boys’;(4) Chinese teachers’ personal teaching efficacy and the students’ Chinese achievementare significantly negative correlated; Math teachers’ general educational efficacy andstudents’ mathematics achievement were significantly positive correlated; Students’ learningmotivation and academic achievement in all the subjects were significantly correlated;Chinese teachers’ personal teaching efficacy and learning motivation of students havesignificant negative correlation; Math teachers’ general educational efficacy is significantlynegatively correlated with knowledge and learning motivation, self responsibility,significantly positively related with promotion tension;(5) Students’ learning motivation plays a role of mediation in the relationship between Chinese teachers’ personal teaching efficacy and students’ Chinese achievement; students’learning motivation, promotion tension and self responsibility all plays a partial mediationeffect between in the relationship between Math teachers’ general educational efficacy andstudents’ math achievement.