An Investigation Between The Motivation And Performance Of Chinese Study About Rwanda Middle School Students

As a country in African, Rwanda’s economy is under-developed, educationresource is short of, it cause it’s Chinese teatching is special from many otherCountries. This thesis is according to the distinguish of Cuntries, reserches themotivation tendency of Rwanda middle school students in learning Chinese, exploresthe main motivation factor and attribution tendency which result in the performancedifference of students. In the same time, we have give some advices for teachers inorder to improve the motivation on learning chinese of the students.From the investigation of150students, we have found these results:1. Give a right to students to choose the language they want to learn,55%students willchoose Chinese,45%students will choose other langauges.2. In the motivation tendency of middle school students of Ruwanda, mixualmotivation>achivement motivation>instrumental motivation>outside pressuremotivation>no motivation.3. In the attribution tendency for the failure of students, lack of communicationenvironment>Chinese is too difficult>self reason,bad study method>self reason,studynot hard>teachers reason,teach bad.4. The different is not notable in the attitude to China and Chinese people, to Chineselangauge, to Chinese teacher and the efficiency sef-evaluate of different grade.5.The comparative relatives between the motivation tendency and motivationa intensityof the different grade samples：1) In the voluntarily of choosing Chinese to study, the motivation is more high of thegood students, they are initiative; when the bad Students are more passivity. TheChinese academic performance and motivation were positively correlated2) In the attribution motivation, the bad performance students is more complicated.6. The comparative relatives between the study motivation and study performanceof the different grade samples： 1) The comparative difference of low and high grades is notable on the willing of liketo study Chinese of good performance students.low grade have more highermotivation.2) The comparative difference of low and high grades is notable on the willing of don’tlike to study Chinese of bad performance students. Low grade have more higher andcomplex motivation.3) Low grade student has more higher motivation on learning Chinese, but the learningeffect is bad than high grade.so the motivation intensity and learning effect has nopositive correlation of different grades.