The Study Of The Relationship Between Social Support,implicit Self-esteem And Learning Motivation With Academic Achievement In Middle School Students

Using method of random sampling,this study selected 157 junior high school students who are from Anyang,Henan province as the participants to investigate the relationship among academic achievement,social support,implicit self-esteem and the learning motivation.Firstly,it has studied the relationship among social support,implicit self-esteem and academic achievement.Secondly,it has discussed the relationship among social support,learning motivation and academic achievement.The research mainly draws the following conclusions:1.There were significant differences in the objective support and subjective support,but in the use of support degree were no differences.In terms of gender,found that girls and boys were no significant differences in all dimensions of social support.2.Participants' implicit self-esteem level exist significant differences in grade,but no difference in gender.However the effect of implicit self-esteem existed.3.This study about implicit self-esteem,social support and academic achievements found that implicit self-esteem significantly related to academic achievement,though,is a significant negative correlation,as well as social support is also a negative correlation.According to the regression analysis of implicit self-esteem on social support,we found that it did not reach significance level,which means social support have no significant impact on implicit self-esteem level.That also means social support can't affect students' academic achievement through implicit self-esteem.4.For junior middle school students learning motivation in different grades,grade nine grade students' success motivation and test anxiety are significantly higher than grade seven and grade eight.But in dimensions of one's own responsibility and requirement level,there are no significant differences.Male and female participants in the learning motivation and all the dimensions were no significant differences.5.To do correlation analysis with social support,motivation and academic achievement,we found that learning motivation and social support significantly correlated(p<0.05);Academic achievement present a significant correlation(p<0.05)with all the rest of the various dimensions in addition to the support of exploitation degree.Through the regression analysis among the three way,we found that social support only indirect impact academic achievement through learning motivation.