An Action-based Study On The Positive Effects By Learning Motivation And Self-efficacy On Senior High Grade One Students With Learning Difficulties

In recent years, the transformation of students with learning disabilities remains to be a difficult problem for teachers based on current situations. Most studies on this issue are only limited in theoretical scope, identifying the causes and main performance of of students with learning difficulties, for students with learning difficulties in learning to promote action research is very little.Relevant studies show that learning motivation and learning self-efficacy play significant roles in students’ performance and exam results. It is based on this premise that this study attempts to design Senior Grade One the learning difficulty students- aimed scheme with learning motivation and self-efficacy as the underlying guidance. The scheme lasts for one semester with comprehensive intervention methods, which can be adjusted in the process, to promote the learning difficulty students’ learning and adaptation abilities thus to help them improve the learning achievement.This paper adopts Amabile learning motivation scale revised by Chi Liping and German psychologist Schwarzer’s General Self-Efficacy Scale, GSES revised by Wang Caikang. As the objects of the study,90 students whose senior entrance exam results are 1-50 points below the admission line are equally divided into two groups, experimental group and control group respectively, and the two groups test results of the t test.Careful review of the students’senior entrance exam results shows that no obvious difference exists between the two groups, which to some extent indicatesthat the two groups are of the same level in terms of senior entrance exam performance. With studying objects being ready, the methods of action research are adopted in real educational situations with the perspective of motivation. This study attempts to improve the learning difficulty students’ learning outcomes by promoting their learning motivation. Through comparisons of the learning motivation, self-efficacy and academic performance between the two groups both before and after the experiment, it is seen that in the experimental group, students’ self-efficacy value before intervention is far below that of post-intervention period (p<0.001).As to the control group, these values don’t show dramatic changes by the end of the semester. As mentioned before, in the beginning the two groups don’t have obvious differences in terms of academicresults. However, the interventions, significant differences in the scores of the two groups (p< 0.001), which have helped the experimental group obtain much higher academic results than that of the control group.The interview content of students after the inventions in an attempt to explain the underlying reasons behind the exam results, which is a proof of the effectiveness of the interventions.The study shows that:As indicated by the contrast between the experimental group and control group students’ motivation, self-efficacy and academic performance, action research plays a helpful role in the learning difficulty students’ life and ability to adapt to new learning scenarios. As a result, the learning difficulty students’ learning motivation and self-efficacy has improved as well as their academic performance. Action research can be effective in converting the learning difficulty students, but this is definitely a long-term and tough job which requires schools, teachers and parents to adopt a development viewpoint to look at the conversion of them, it is quite necessary to establish a harmonious relationship between teachers and students and put it in place.