He Relationships Among Learning Strategy, Academic Sense Of Self-Efficacy, Achievement Goal Orientation And Academic Achievement Of Chinese-Korean Senior High School Students

Among the factors which are influencing academic achievement, learning strategy, academic sense of self-efficacy and achievement goal orientation play very important role. For learning strategy, it’s not only the application of learning methods and the control of learning process, but also an important aspect of the students’ learning ability, which has a significant effect on learning performance. Academic sense of self-efficacy, which is a motivational factor for affecting learning achievement, can effectively help students develop their ability to gain self-confidence in learning. Achievement goal orientation, which influences students’ learning behavior and the learning achievement, is a deeper motivation of the learning motivation, guiding individual behavior toward a certain direction. Among them, learning strategy is able to directly affect the academic achievement of students; however, academic sense of sel f-efficacy and achievement goal orientation may indirectly affect the learning achievement through the intermediary variables. Since these factors are all important factors for affecting the academic achievement, are there any correlations between them? Based on the research, both home and abroad, about the relationships between learning strategy, academic sense of self-efficacy and achievement goal orientation as well as academic achievement, most of them are paired study. There are very little researches on the relationship between the three factors. Besides, the most of the researches on the relationship between the three factors were only focused on junior high school students, vocational college students and college students. However, the study of the minority high school students’learning strategy, academic self-efficacy and achievement goal orientation is very limited.Therefore, this paper selected155high school students in Yanbian No.1Senior High School to analyze and understand Chinese-Korean high school students’present situation in learning strategy, academic sense of self-efficacy and achievement goal orientation. The paper also analyze whether there are any differences in the usage of the factors according to gender difference and whether he or she is a left behind child, and also analyze the relationships among three factors and their influence on academic achievement. In this way, we can further enrich effective learning methods and skills of Chinese-Korean high school students, broaden the teaching modes and methods of teachers, and provide a useful reference for the learning of students and teaching of teachers in Chinese-Korean high school.Based on the sampling investigation and deep analysis, the paper drew the following conclusions: 1. Chinese-Korean high school students’ learning strategy and academic sense of self-efficacy are in high level, and the affective strategy and academic ability sense of self-efficacy are the main in two factors. Performance approach goal is the main in achievement goal orientation.2. Korean high school girls are better than boys in the overall level of learning strategy, academic sense of self-efficacy and achievement goal orientation, but did not reach the significant level.3. Chinese-Korean high school students’ learning strategy, academic sense of self-efficacy and achievement goal orientation have significant difference in whether or not the left-behind children; non left-behind children are in higher level of the three factors r than that of left-behind children.4. Chinese-Korean high school students’academic sense of self-efficacy and achievement goal orientation have a direct effect on learning strategy; academic sense of self-efficacy indirectly influence the learning strategy via the achievement goal orientation.5. Chinese-Korean high school students’ learning strategy, academic sense of self-efficacy and achievement goal orientation can directly predict academic achievement; academic sense of self-efficacy and achievement goal orientation can predict academic achievement indirectly by learning strategy.