Research On Relationship And Intervention Between Learning Motivation And Academic Help-Seeking Of Grade Eleven Students

Learning motivation is an inner need to inspire students to learn, academic help-seeking is a kind of self-regulation learning strategies. It happens in school situation with the oral questions as the main form to call for help from a teacher or a classmate. Academic help-seeking is a kind of external manifestation of learning motivation, in turn, learning motivation enhancement can have certain improvement on academic help-seeking. Some high school students feel their performance decreases significantly at the time of second year, and improving their learning motivation learning strategies has become one of the effective means to solve this problem.This research is divided into two studies:Study 1: Using questionnaire survey. The group testing was conducted among 700 high school students in their second year in the school, collect valid data, perform statistical analysis. From the demographic variables to investigate high school students learning motivation and academic help-seeking characteristics, academic level and gender difference, thus validate the relationship between study motivation and academic help-seeking.Study two: On the basis of Study 1, make mass of auxiliary plan formulation: 62 students were randomly selected and divided into experimental group and control group; the experimental group had six weeks of group guidance, control group without making processing.The experimental results show that: First, the overall students’ learning motivation is in the medium level. Second, different genders have significant differences in every dimension of learning motivation, and different education level high school students have significant differences in achievement motivation, goal setting, and moderate exam anxiety.Third, instrumental help-seeking dimensions among high school students’ academic help-seeking differs significantly, different academic level school students differ significantly in avoiding help-seeking. Fourth, academic help-seeking cost(classmates and teachers) and moderate test anxiety was significantly negative correlated; The benefits and achievement motivation was significant positive correlated; instrumental help-seeking and achievement motivation, appropriate test anxiety and attribution of level, goal setting was significantly positive correlated; performing help-seeking and excessive examination anxiety was significantly negative correlated; avoiding help-seeking and achievement motivation, appropriate test anxiety and attribution of level, goal setting was negative correlated,but was positive correlated with test anxiety. Fifth, group counseling can improve the students’ learning motivation. Achievement motivation of the knowledge learning condition significantly improved, moderate test anxiety significantly improved, excessive examination anxiety significantly reduced. Sixth, group counseling improves the students’ academic help-seeking behavior, increases students’ instrumental help-seeking, reduces students’ performing help-seeking and avoiding for help.