The Relationship Of Junior High School Students’ Motivation,Academic Delay Of Gratification And Motivational Interference Experience

In the current educational background, junior high school students often encounter learning-leisure conflicts. The activities can not be carried out simultaneously. Students can choose whichever one, and give up the other. The motivation of missing activities will produce qualitative damage to the self-regulation of the select activities. It can be called motivational interference experience. Academic Delay of Gratification will influence the choice of the conflict occurred in student learning activities and other activities, motivational interference experience occurs after individuals make the choice. Accordingly, in order to solve the learning-leisure conflicts among junior high school students, this research will explore the relationship of motivations of activities, academic delay of gratification and motivational experience in the background of study-leisure conflicts.In order do the research better, we review a lot of the relevant literature, including motivation, academic delay of gratification and motivational interference experience. On the basis of results from sample survey, the research first try to translate and revise the English version of the “General motivation measure” and “Motivational interference experiences Questionnaire”, and then we launch a series of empirical research on the relationship of motivation, academic delay of Gratification among junior high school students, we have got the following conclusions:“General motivation measure”, it distinguishes five types of incentives, they are intrinsic motivation,mastery motivation, approach motivation, avoidance motivation and external motivation, the result show the questionnaire has nice reliability and validity. The questionnaire of “Experience of motivational interference during studying” has five dimensions, they are mood, distractibility, depth of processing, persistence,and switching behavior. But “Experience of motivational interference during leisure” has only two dimensions, they are mood and distractbility. The two questionnaires have nice reliability and validity.2.All types of motivation of Junior high school students have a high level, either for learning activities or leisure activities, and there are significant gender and grade differences. Girls’ intrinsic motivation and mastery motivation in learning activities are higher than boys’. Boys’ mastery motivation and avoidance motivation in leisure activities are higher than girls’. Mastery motivation in learning activities of students in grade three are significantly higher than students in the other two grades. Intrinsic motivation in leisure activities of students in grade three are significantly higher than students in grade two.3.Junior high school students have a high level of academic dely of gratification. Girls’ academic dely of gratification are higher than boys’. Academic dely of gratification of the first grade are higher than the other two grades.4.Junior high school students’ motivational interference during learning is in medium-low level, but their motivational interference during leisure is in medium-high level, and there are significant gender and grade differences. For the motivational interference during leisure, girls feel more motivational interference than boys, and students in grade three feel more motivational interference than the other two grades. For the motivational interference during learning, boys feel more motivational interference than girls, and students in grade one feel more motivational interference than the other two grades.5.Motivation to learning and leisure activities, academic delay of gratification and motivational interference experience have varying degrees of relationship. Academic delay of gratification plays an intermediary role in the relationship between the motivations of learning and leisure activities and motivational interference experience.