| Under the present educational system,the school achievement is the main method to evaluate the students,so the college entrance examination plays an important part in the life of the teenagers.The Grade three students face the fierce competition from the entrance exam,and they bear the overload from study and mental pressure.In front of the stiff competition,some losers choose to return to high school again,and they are called the senior 4 students.The returners not only bear the big pressure from the college examination again,they also affect the fresh graduates' entrance indirectly.How to release the study load and mental pressure,the key answer is to find a way to improve students' study efficiency.According to the research studied before,metacognitive and academinc motivation are the representatives among the cognitive and noncognitive factors which affect the school achievement mainly.Therefore,in this study,the metacognitive scale designed by George Schraw&Rayne Sperling Dennison in Nebraska college and the academinc motivation scale designed by Chi Liping and Xin Ziqiang are used to investigate the metacognitive levels,academinc motivation levels and the school achievement.After analyzing the results,it shows that there is a significant difference between the boys and the girls,while their learning motive levels don't have a significant difference.There is no significant difference in the Meta cognitive levels and academinc motivation levels between the returners and the fresh graduates.There are significant positive interrelationships between the metacognitive and the school achievement,while there is no significant interrelationships between the school achievement and academinc motivation;and the conditional factor in the meta cognitive can predict the school achievement well.There are conditional mediating effect,that is the challenge in academic motivation affects the school achievement through the conditional factor in the metacognitive. |
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