The Investigation Of High School Student’s Achievement Motivation In Physics Learning

Many students feel so difficult to learn physics at different degrees from they enter high school that they experience rarely the fun and the achievement of learning physics. They lack of driving force in physics learning, and can not study hard. They even show the anxiety and fear to physics learning. These are closely related to the student’s achievement motivation to learn physics.This paper uses questionnaires to investigate students’ achievement motivation in physics learning, under the guidance of the achievement motivation theory. There are some students, including the students of two city High Schools in Lanzhou and a County High School in HuiNing county. We understand the characteristics of students’ achievement motivation in physics learning by issuing questionnaires. We also learn the main factors affecting achievement motivation. In order to make the findings more comprehensive and profound, author select four representative students to track. We use SPSS19.0 to deal with the survey data, and combine the theory of achievement motivation with other relevant theory to analyze the survey results.we draw conclusions : the ego-enhancement drive occupies the largest in achievement motivation of physics learning, followed by cognitive motivation.Which is slightly inconsistent with previous findings. At the cognitive motivation :The curiosity and interest for physical experiments and phenomenon are major factors that mobilize high school students learn physics actively. Boy’s cognitive motivation is significantly higher than girl’s in physics learning. At the ego-enhancement drive: Students learn physics actively in order to get good grades in physical exam. The ego-enhancement drive has not significant gender differences,grade differences and urban-rural differences. At the affiliated motivation: High school students eager to get their peers’ affirmation. Girl’s affiliated motivation is stronger than boy’s. Urban students’ affiliated motivation is stronger than rural students. At the pursuit of success motivation: High school students always prefer some difficult physical exercises whether they could resolve or not. There is no significant difference between urban and rural. At the motivation to avoid failure:The most obvious manifestations of students are willing to choose the physical problem that they are sure to solve. There are no significant gender differences, grade differences and urban-rural differences. The study also Conclude :In addition to sex,personality and age, the achievement motivation relates to physics teacher or teaching methods, the self-efficacy in physics learning, and the interest for physics. The interest for physics produce the most important influence on achievement motivation,followed by self-efficacy. And Parents’ expect has little impact on the achievement motivation.Finally, according to the survey results and the psychology of high school students learning physics, we put forward teaching suggestions inspiring high school student’s achievement motivation in physics learning from the five aspects of achievement motivation.