Tthe Study Of The Relationship On Family Environment, Autonomous Motivation And Learning Engagement, Based On Middle School Students

The progress of science and technology in China has improved since 21 st centur y.And the problems of education have been concerned of the society for a long time.Compulsory education is so important that researchers are very concerned about it.The study of middle school is the most critical period for their growth and learning.This text is from the point of learning engagement,discuss the relationships between family environment and autonomous motivation about middle students,and also discuss the function of family environment and autonomous motivation on middle students' learning engagement.Whether the students develop learning engagement,the autonomous motivation is a key element.If the students are satisfied with their life of family(according to self-determination theory,the need of autonomy and relationship is precondition for autonomous motivation),they will develop autonomous motivation and have more learning engagement behavior;Conversely,if they are not satisfied with their life of family,they won't develop autonomous motivation,and then they will less learning engagement behavior.Therefore,family environment and autonomous motivation are impor tant psychological variable we should concern of.In addition to investigating the motivation of middle school students,we also introduced the related variables(RAI and control motivation),in hope of a comprehensive understanding of their learning motivation.In this text,through questionnaires,we can know the status of middle school students' family environment,autonomous motivation and learning engagement,and we can understand the relationship among the three explorations.And then we can provide ideas for the people who want to study the middle school students' engagement of learning.In this study,Family Environment Scale(FES-CV),Academic Self-Regulation Questionnaire(SRQ-A),Work Engagement Scale(UWES-S)were used to investigate 750 secondary school students who are from Shanxi Province.The following conclusions are obtained:(1)Middle school students of different gender,urban or rural origin and grade show cer tain differences in overall family environment or internal multi-dimensions of it.(2)Autonomous motivation of middle school students of different gender,urban or rural origin and grade show cer tain differences in multi-dimensions of motivation.(3)The level of learning engagement of middle school students in this text is about middle.Female students show higher learning engagement,and school students who are urban origin have a higher learning engagement.(4)Each dimension of motivation among middle school students and the family environment has a significant cor relation;each dimension of motivation and learning engagement have cer tain correlation;In family the intimacy,knowledge,and learning engagement have significantly positive correlation,while contradiction and control are negatively cor related with learning engagement.(5)As an mediator variable between middle school students' family environment(the intimacy)and learning engagement,the autonomous motivation has a mediating impact to the regression of family environment(the intimacy)to learning engagement.The autonomous motivation plays an influencing role in the prediction from intimacy to learning engagement.