The Effect Of Achievement Goal Orientation On Senior High School Student’s Study Time Allocation

Self-regulated learning have a close relationship with meta-cognition, however, as one of the core components of meta-cognitive control, allocation of study time also have an impact on the learning effect. Especially under the influence of the quality education’s idea of "self-directed learning", educators are more concerned about the students’motivation and learning process.Research on allocation of study time has a history of nearly40years, its main indicators including item selection and self-paced study. With the development of research, the internal mechanism of study time allocation remaining controversial, from Discrepancy Reduction Model to Hierarchial Model to Region of Proximal Learning Model to latest Agenda-based Regulation Model(ABR), researchers continue to enrich the content and revised on the basis of previous studies, they began to explore the influence of other factors in addition to item difficulty on the allocation of study time. As a hotspot of the field of learning motivation research, achievement goal orientation has attracted more and more researchers’attention, as inconsistent of subject, experimental paradigms and other conditions, research of achievement goal orientation on study time allocation is still under development. This study aims to explore the complicated situations which include two factors of item difficulty and value, the effect of dispositional as well as situational achievement goal orientation of high school students on the allocation of study time. In order to enrich the study of factors affecting the allocation of study time, provide empirical evidence for ABR Model, promote the development of high school students self-learning ability and improve the quality of classroom teaching reform. Two experiments were conducted in present research, which adopted the experimental paradigm from Metcalfe(2002), set up no time limit condition and complex situations with difficulty and value. Experiment1investigated in a complex situation, the impact of dispositional achievement goal orientation on high school students’study time allocation,70high school students were tested and design by three factors mixed. Experiment2increased situational achievement goal orientation operation and testing procedures, jointly investigate the influence of dispositional as well as situational achievement goal orientation of high school students on the allocation of study time,138high school students were tested and design by four factors mixed. In this study, we draw the following conclusions:Firstly, only dispositional achievement goal orientation used in the complex situation, all subjects tend select easy items to learn, but allocated more study time to difficult items, and performance goals orientation learners select and allocated more time to high-score items;Secondly, under the double impact of dispositional and situational achievement goal orientation, all learners select easy and high score items, but they assigned more time to difficult and high-score items. Further, different situational achievement orientation learners exhibit different performance on item selection and time allocation, namely situational mastery goals learners tend select low-score items, and allocated more study time to low-score and difficult items, but situational performance goal learners tend select high-score items and allocated more study time on high-score and easy items.At last, this study confirmed that induced by the guidance of situational instruction, the learners adjust their original learning strategy and plan, showing the advantage influence of situational achievement goal orientation, and provide evidence for the ABR Model.