Influences On English Achievements Between Achievement Goal Orientation And Web-based Self-regulated Learning

Achievement goal orientation,as a kind of learning motivation theory which studies individual achievement behavior,has become a new trend in achievement motivation.At the same,with the development of multimedia network technology in classroom teaching,web-based self-regulated learning has become one of the research hotspots in English teaching.Previous researches indicate that there is significant correlation between achievement goal orientation and academic achievement,and the significant correlation is also found between students’ self-regulated learning and academic achievement.Both of them are important variables to predict academic achievement.However,there are few researches which attempt to explore the relationship among the three variables: achievement goal orientation,web-based self-regulated learning and English achievement.Therefore,questionnaire survey and interviews methods are applied to explore the relationship among achievement goal orientation,web-based self-regulated learning and English achievement,and investigate the mediating role of web-based self-regulated learning between achievement goal orientation and English achievement.Quantitative data is collected through questionnaires,and SPSS21.0 statistical software is adopted to analyze the quantitative data by using descriptive statistical analysis,independent samples T test,Pearson correlation analysis and multiple regression analysis in this study.At the same time,the interview records,which can make the conclusion more persuasive,are summarized by the author for the purpose of making supplementation for quantitative analysis results.The results are listed as follow:(1)Performance-approach goal orientation occupies the dominant position in the four-factor theory of achievement goal orientation.There is no significant gender difference in achievement goal orientation.And there are no significant grade differences in mastery-approach goal orientation and mastery-avoid goal orientation,but there are significant grade differences in performance-approach goal orientation and performance-avoid goal orientation.Moreover,there are no significant disciplinary differences in performance-approach goal orientation,mastery-approach goal orientation and performance-avoid goal orientation,but there is significant disciplinary difference in mastery-avoid goal orientation.(2)Non-English major students are at the moderate level of web-based self-regulated learning.Furthermore,there are no significant gender and grade differences in web-based self-regulated learning,but there is significant disciplinary difference in web-based self-regulated learning.(3)There is significant difference between English learners at different proficiency levels and achievement goal orientation.Meanwhile,there is significant difference between English learners at different proficiency levels and web-based self-regulated learning.(4)There is a significantly positive correlation between four-factor theory of achievement goal orientation and web-based self-regulated learning.Moreover,performance-approach goal,mastery-approach goal and mastery-avoid goal can predict web-based self-regulated learning,but performance-avoid goal can not predict web-based self-regulated learning.(5)Web-based self-regulated learning has a complete mediating function between achievement goal orientation and English achievement,and the web-based self-regulated learning can directly and indirectly predict English achievement.