The Study On The Relationship Of Achievement Goals, Class Environment And Learning Engagement Of High School Students As Well As Related Educational Strategies

During the secondary period, high school students are facing many life tasks concerning their individual physical and mental developments. It is for this reason that adapting to the learning environment and learning requirements of this phase and acquiring the relevant learning techniques and strategies are very important ways to increase the personal learning efficiency. From every perspective, the individual perception plays a leading role. Achievement goals are important cognitive factors affecting students’ learning motivations, class environment is an important environmental factor influencing the individual mental development and growth, learning engagements reflects the students’ cognitive, emotional and actions states during their learning as well.The subjects of this study are864students from grade7to grade12in the ordinary high schools and the high-rank high schools with the research tools named Achievement Goals Scale, My Class and UWE-S. In this essay, the characteristics and the relationship of achievement goals, classroom environment and learning engagements of secondary school students are illustrated and analyzed, which provide a basis for carrying out the psychological health education at the secondary level and further enhancing the psychological health level of students.Results and conclusions(1) The achievement goals and classroom environment of secondary students are in the above average level, while the learning engagement is in the middle level.(2) There are many significant differences such as the differences between grades of achievement goals, the differences between genders and schools with the similar marks, the differences between grades and schools who control approach and avoid marks, the differences between grades and schools of class environment, the differences between genders of classmates, competition and learning burden and the differences among genders of three dimensions, schools, grades and secondary grades of learning engagement.(3) Secondary school students’achievement goals are positively related to classroom environment and its five dimensions, to learning engagement and its three dimensions. Classroom environments are positively related to learning engagement and its three dimensions. Learning engagement is positively related to the achievement goals of mark approaching, grasp approaching and approach avoiding as well as to the relationships between teachers and students, classmates, order, discipline and competition, while negatively correlated to the achievement goals of marks avoiding and learning burden.(4) Mastering approach is a significant positive predictors of learning engagement. Learning burden takes a significant negative effect to the learning engagement as well as competition and avoid marks.