The Relationship Among Junior High School Students’ Perceived Classroom Goal Structure，Personal Goal Orientation And English Learning Motivation

Goal orientation theory is one more hotspots in many areas ofpsychology research questions in recent years. It includes not onlymade from the individual level to the individual goal-oriented, butalso include contextual factors in the classroom situationclassroom goal structure levels. Student learning behavior weregenerated mainly depends on interaction between environmentalfactors individual cognitive and the individual behavior. Studentsperceive teachers context information in the classroom is passedafter adjusting their behavior in order to adapt to changes inmotivation classroom goal structure. However, even in the sameclassroom situation, students still feel different due to individualfactors, and other factors that affect their community, such asindividual and family experience of existing cognitive factors.The study is in the tone of the learning motivation theory andgoal orientation theory to specific subject areas of English subjects,randomly selected high school students to measure aims toinvestigate the relationship between the perception of high schoolclassroom goal structure, personal goal orientation and English learning motivation.The results showed that:1.Perceived classroom goal structure, personal goalorientation and English learning motivation has differences in grade.In perceived classroom goal structure, the grade one students inavoidance-mastery classroom goal structure and approach-performance classroom goal structure was significantly higher thangrade two students. In personal orientation, the grade one studentsin approach-mastery goal was significantly higher than grade twostudents. And in English learning motivation, the grade onestudents also was higher than grade two students in level of effortand intrinsic interest and external requirements2. Perceived classroom goal structure, personal goal orientationand English learning motivation has differences in gender. Inperceived classroom goal structure, the male was significantlydifference between female in avoidance performance classroomgoal structure. In personal orientation, the male was significantlydifference between female in avoidance-performance goal. And inEnglish learning motivation, level of effort、intrinsic interest andlearning situation has significant difference male and female.3.Perceived classroom goal structure is correlatedsignificantly with goal-oriented theory, while perceived classroomgoal structure can effectively predict the level of development ofthe student’s personal goal orientation,which approach-masteryclassroom goal structure tends to approach-mastery goal has thestrongest predictive.4.The perceived classroom goal structure is correlated significantly with English learning motivation, to some extentperceived classroom goal structure can significantly predict thelevel of development of high school students in English learningmotivation.5. There is no correlation between the avoidance-performancegoals and intrinsic interest and learning situations, outside thepresence of both a significant correlation between the other, and tosome extent the level of development can be very significant inpredicting students’ English learning motivation.6.Individual goal orientation in the presence of an intermediaryrole between the perceived classroom goal structure and Englishlearning motivation.