The Effect Of Achievement Motivation On English Academic Achievement Among Middle School Student

English learning motivation being a modern research on student learningis an important issue, as the deviation of individual motivation will directlyaffect student achievement, and even the overall self-efficacy will beinfluenced. In recent years, many researchers have studied the relationshipbetween motivation and academic performance among middle school students,but most of them focused on the theoretical exploration, and the researchmethods are oversimplified.This study relies on junior middle school psychology course conditions,i.e. Choosing students in34th middle school in Hohhot as research subjectsand to do the studies with the experimental intervention. The results showedthat:1For the junior middle school students, the motivation to succeed andthe motivation to avoid failure are in the middle level; and motivation tosucceed is greater than the motivation to avoid failure.2Boys’ motivation to succeed is greater than the motivation to avoidfailure; boys’ motivation to succeed is more than girls’; boys’ motivation toavoid failure is less than girls’.3Junior two and junior three middle school students’ motivation topursue success motives is greater than to avoid failure; the degree ofmotivation to pursuit of success is significant different in the different grades.Grade three students’ motivation to succeed is greater than the grade one’s andtwo’s; grade two students’ motivation to succeed is greater than grade one’s.However, the difference of motivation to avoid failures is not significant.4The students who prefer arts courses have greater motivation to pursuesuccess than motivation to avoid failure, and the students who prefer sciencecourses have less motivation to pursue success than motivation to avoidfailure; pursuit of success motive in the liberal arts and science was notsignificant; There is no significant difference between the students whoprefer arts courses and the students who prefer science courses on themotivation to succeed; but the difference on the motivation to avoid failure isobvious. The students who prefer science courses have greater motivation to avoid failure than the students who prefer arts courses.5It is a positive correlation between the motivation to succeed and thestudents’ performance; and it is a negative correlation between themotivation to avoid failure and the students’ performance;6After the implementation of interventions, the motivation to succeed inthe experimental group is greater than the control group motivation tosucceed, the motivation to avoid failure of the experimental group is less thanthe control group motivation to avoid failure; experimental group Englishscores is significantly better than the control group. That intervention isremarkable, achievement motivation improves students’ English learningperformance.