An Analysis Of The Relationship Among Junior Students' Perception Of Teachers' Assessment,Achievement Motivation And Academic Achievement

Teachers play an important role in the life of students.Their teaching behavior has a great influence on the development of students.The assessment of teachers is an important part of teacher's teaching behavior,so it will also affect the development of students.This kind of influence is no simple and direct.It works when affecting the inner psychology of the students and be sensed by them.Junior school students are in a key period of psychological development and transition.Their mentality is unstable.Achievement motivation is an important internal mental state.Therefore,this study selects junior middle school students as study group.We want to explore the influence of the students' perception of teachers' assessment on students' academic achievement through surveying and analyzing the data.We want to understand the role of the achievement motivation in the relationship between students' perception of teacher assessment and students' academic achievement.This study investigated 543 junior school students using the questionnaire of teachers' assessment behavior and achievement motivation scale.The score of mathematic,Chinese and English in the first semester mid-term exam in 2015 have been used as their academic achievement.We used the independent sample T test,variance analysis,related analysis and regression analysis to study the characteristics of students' perception of teachers' assessment,achievement motivation and academic achievement.Also,we try to explore the relationship among them.The conclusions go as following:1.There are significant differences in the students' perception of teachers' assessment.The score of grade two is lowest.In the dimension of making the target,the students of grade nine do best.But in other dimension,the students of grade seven do best.The students of grade eight are worse than grade seven and grade nine on the perception of teachers' assessment and the achievement motivation.It confirmed the existence of “grade eight phenomenon”.2.There are significant differences in the pursuit of success and the total grade of achievement.The students of grade nine get the highest score,and the students of grade eight get the lowest score.But there is no grade difference in avoiding failure;Girls do better than boys in the perception of the teachers' assessment and achievement motivation,reflecting the phenomenon of "boy crisis".3.Grade and gender have interactive effects on the dimensions of collecting information,expecting encouragement and communication.Boys' and girls' development on the dimensions of collecting information and communicating are like the shape of "V".On the dimension of expecting encouragement,the boys' development is also like "V",but the girls' development is gradually declining.Grade and gender have interactive effects on the dimensions of avoiding failure motivation and achievement motivation.The boys' development shows a trend of "V" on avoiding failure motivation,but girls show a rising trend.The boys' development show a rising trend on achievement motivation,but girls show a declining trend.4.The high score group and the low score group students have significant differences on feeling the teachers' assessment and achievement motivation.The high group students do better than low score group.The students of high score group do better on pursuing success and do worse on avoiding fail than the low group students5.Students' perception of teacher assessment,achievement motivation and academic achievement have significant correlation,especially with the motivation of pursuing success.The motivationpursuing success is an intermediate variable between students' perception of teacher assessment and academic achievement.