A Correlation Study On The Achievement Goal And Learning Responsibility Of The College Students

Learning responsibility is a very important part of the individualpsychological quality. It is of great significance for students tostudy and acquire knowledge. In recent years, the study of learningresponsibility has gradually increased, but little research oncollege students’ learning responsibility, especially for therelationship between the achievement goal and the learningresponsibility of the college students. The present research wascarried out through two questionnaires: The learning responsibilityQuestionnaire by ourselves and The achievement goalquestionnaire by Zhou Fen.The results conducted with1800college students from five colleges in Shanxi province. Finally, thisstudy analyzed the relationship between achievement goal andlearning responsibility.The results indicate:(1) The learning responsibility questionnaire for collegestudents by ourselves has high reliability and validity, which can beused as an effective tool of study; the learning responsibility ofcollege students includes six dimensions which are the cognize oflearning responsibility, the emotion of learning responsibility, the will of learning responsibility, the understanding of learningobjectives, the responsible behavior of the students’ role and theresponsible behavior of the students’ ability.(2) From the total score of learning responsibility, the learningresponsibility of current college students is on the middle level. Inthe specific dimension, the score of the cognize of learningresponsibility and the responsible behavior of the students’ abilityare higher than the average score; and the score of the emotion oflearning responsibility, the will of learning responsibility, theunderstanding of learning objectives are lower than the averagescore.(3) For the learning responsibility, it is significantly different ingender, major, cadre or not, the one-child or not and grade.Specifically, the learning responsibility of girls’ is significantlyhigher than boys’; the learning responsibility of liberal arts issignificantly higher than science students; the learningresponsibility of class cadre is higher than the non-class cadre. Thelearning responsibility of non-one-child is higher than the one-child;The learning responsibility of the freshman is higher than thesophomore and the junior; there is no significant differencebetween sophomore and junior of the learning responsibility.(4) From the total score of the achievement goal, theachievement goal of current college students is not very high on thewhole. From specific dimension, approach-performance goal andavoidance-mastery goal are higher than the average score;avoidance-performance goal, Approach-mastery goal and socialgoal are lower than the average score. (5)For the achievement goal, it is significantly different ingender, major, family sources, cadre or not, the one-child or not andgrade. Specifically, the achievement goal of girls’ is significantlyhigher than boys; the achievement goal of liberal arts issignificantly higher than science students; the achievement goal ofclass cadre is higher than the non-class cadre. The achievementgoal of the urban students is higher than the rural students. Theachievement goal of the not only children is higher than theone-child; The achievement goal of the freshman is higher than thesophomore and the junior; there is no significant differencebetween sophomore and junior on the achievement goal.(6) The cognize of learning responsibility, the emotion oflearning responsibility, the will of learning responsibility, theunderstanding of learning objectives, the responsible behavior ofthe students’ role, the responsible behavior of the students’ ability,and the learning responsibility are significantly related to eachdimension of achievement goal.(7) approach-performance goal, Approach-mastery goal,avoidance-performance goal and social goal are the four validpredictors of the learning responsibility.