The Research On The Characteristics Of Learning Excellent Junior Students And Learning Disabilities Junior Students' Achievement Goal And Intervention

In recent years, achievement goal has become a hot spot in the field of psychology.From the perspective of students' achievement behaviors in school context,it researches the students' consciousness of the reason to the students are engaged in a variety of learning activities.Many studies have confirmed that achievement goal has a great influence on cognition?emotion and behavioral outcome in the process of students' learning. Learning difficulties is the most common problem.the psychologists make many discussions of learning disabilities students ' characteristics from many aspects.But from the point of achievement goal,the research of learning disabilities students ' development characteristics is very little.Taking learning excellent students and learning disabilities students of junior high school as research object,the paper analyzes their characteristics of achievement goal on different dimensions.On this basis,the paper,taking the TARGET motivation teaching model of influencing students' achievement goal orientation that Ames proposed as the instruction,improve the achievement goal orientation from the environment of influence students' intervention.This paper has conducted two research. By the means of question airs,the first research chooses 598 top students and 358 bottom students from the juniors of three grades who come from the 29 thmiddle school in the city of Hohhot.The research carries on an investigation of achievement goal orientation scale on them.The statistical methods,such as independent sample ttest?MANOVA and simple effect analysis are used to analyze the data.By the data, the author sums up their characteristics of achievement goal on different dimensions. The second research uses quasi experiment design. The students of junior one take a pre-test of achievement goal orientation,According to the survey, we choose two classes without significant differences as the researchobject.They were randomly designated as the Control Class and the Experimental Class.The counseling of improving their achievement goal is given to them for a 9-week intervention training.Then a post-test is given to them.The pre-test and the post-test data are analyzed with repeated measures ttest. Finally, we analyze the intervention scheme's validity.Through surveys and intervention studies, we have the following results:(1)Learning excellent students are remarkably higher than learning disabilities students on mastery-approach goal?mastery-avoidance goal and performance-approach goal.Learning disabilities students are remarkably higher than learning excellent students on performance-avoidance goal.(2)In grade development, Mastery-approach goal of learning excellent students gradually descends with grades,junior one is higher than junior two,junior two is higher than junior three,junior one is higher than junior three.Mastery-avoidance goal of learning excellent students shows a asymmetric V-shaped development tendency with the growth of grades.No difference was found among different grades.Performance-approach goal of learning excellent students gradually descends with grades,junior one is higher than junior three,junior two is higher than junior three. Performance-avoidance goal of learning excellent students shows a asymmetric V-shaped development tendency with the growth of grades.No difference was found among different grades.Approach or avoidance of achievement goal orientation of learning excellent students gradually descends with grades.Junior one and junior two show a approach orientation,junior three shows a avoidance orientation.No difference was found among different grades;Mastery-approach goal of learning disabilities students gradually descends with grades,junior one is higher than junior two,junior two is higher than junior three,junior one is higher than junior three. Mastery-avoidance goal of learning disabilities students gradually descends with grades,junior one is higher than junior two,junior two is higher junior three,junior one is higher than junior three.Performance-approach goal of learning disabilities students gradually descends with grades,junior one is higher than junior three,junior two is higherthan junior three.Performance-approach goal of learning disabilities students gradually descends with grades.No difference was found among different grades.Approach or avoidance of achievement goal orientation of learning disabilities students shows a asymmetric V-shaped development tendency with the growth of grades.All of three grades show a avoidance orientation.No difference was found among different grades. The achievement goal of learning excellent students learning disabilities students ' has different development characteristic.(3)Learning excellent students and learning disabilities students don't exist remarkably difference between genders on mastery-approach goal and masteryavoidance goal;Their performance-approach goal exists remarkably difference between genders, performance-approach goal of boys is remarkably higher than girls.Their performance-avoidance goal don't exist remarkably difference between genders. While in the boys of learning excellent students' performance-approach goal,junior one is significantly higher than junior two,junior two is significantly higher than junior three.In the girls of learning excellent students' performance-approach goal, junior one is significantly higher than junior two,junior three is significantly higher than junior two.In the boys of learning disabilities students,junior one is higher than junior two,junior one is higher than junior three.In the girls of learning disabilities students, there are no differences among three grades; Approach or avoidance of achievement goal orientation exists remarkably difference between genders.Approach or avoidance of achievement goal orientation of boys is remarkably higher than girls.And, in the boys of learning excellent students,there are no differences among three grades,in the girls of learning excellent students,junior one is significantly higher than junior three,junior two is higher than junior three. In the boys of learning disabilities students, junior two is higher than junior one,junior three is higher than junior one,in the girls of learning disabilities students,there are no differences among three grades.(4)From the environment of influence students' intervention,we design the scheme which can guide the juniors' reasonable achievement goalorientation,and the author has proved this scheme is effective to improve the students' achievement goal orientation.Through a comprehensive analysis,the author draws the following conclusions: learning excellent students and learning disabilities students have different characteristics on each dimension of achievement goal;The grade and sex factors have impact on learning excellent students and learning disabilities students ' achievement goal.The achievement goal of learning excellent students learning disabilities students ' has different development characteristic; From the environment of influence students' intervention,we can improve the students' achievement goal orientation.