Interventional Studies On The Motivation Of Junior High School Students With Different Academic Achievements

Academic achievement is the achievement of a student after a certain period of study in the school.Junior high school is a very important stage,which acts as a connecting link.Academic performance directly affects the development of the children.As students,academic performance is a reflection of their ability,in relation to the establishment and development of self-esteem,and it affects the students' cognition,emotion,behavior,etc.Achievement motivation is one of the important factors that affect a student's academic performance.It is also the driving force for the students to get high grades.Studies at home and abroad show there are two kinds of relationship between achievement motive and academic achievements.First,the achievement motivation has positive prediction function to the academic performance.Intervention can improve junior middle school students' achievement motivation to improve their academic performance;Second,achievement motivation and academic achievements are inverted u-shaped curve relationship.When motivation level reaches a certain height,it will fall.The junior middle school students achievement motivation has a downward trend overall.Xinxiang(2001)find that compared to the adjacent grade,Junior One students achievement motivation is in a state of low,overall a downward trend.Wo Jianzhong,Huang Huazhen and Chong Delin(2001)find that achievement attribution falls slightly in junior as they grow in the middle school stage.Self-efficacy is slightly lower in Junior One and Junior Three.The junior middle school students' level of achievement motivation is different.The level of achievement motivation itself is more scientific,reasonable and moderate in the students with good academic performance,and they are not affected by the outside world(Wei Cuicui,2008).I observed through the experiment,students' achievement motivation is generally low in those with low academic performance.They share the same problems: a widespread maladjustment,inharmonious relationship,unclear self-awareness,unclear meaning of learning,improper method,unreasonable target,low level of achievement motivation,bad emotion,unreasonable attribution,lack of self-confidence,etc.Through achievement motivation intervention,there is a big space to improve.At present,there isn't any research about achievement motivation intervention with different grades of junior middle school students.Therefore,it becomes an urgent problem of education workers to intervene the junior middle school students to improve their level of achievement motivation,so as to improve their academic performance.This research adopts Ye Renmin's Revision of the Achievement Motivation Questionnaire as research tools.According to the average grade,the Junior One students in Pingyin No 2 junior middle school students are divided into two groups(high and low groups).There are a total of 67 subjects,33 from the experimental classes and 34 from comparative classes.Experimental classes intervention scheme is based on achievement motivation theory,combined with the characteristics of the students in experimental class.The intervention involves their interpersonal skills,self-awareness,drive form,learning method,achievement goal,emotion regulation,achievement attribution,social learning,self-efficacy and other factors.10 periods are arranged,with 40 minutes per lesson every day.The lesson plan is seen in appendix 1.10 periods of mental health curriculum are carried out in comparative classes,too.The textbook is the Mental Health Education(2014)edited by the Provincial Teaching and Research Office,and published by Shandong Painting Newspapers.After the intervention plan,I collected the grades of Chinese,maths and English exams.The results of the study are as follows:(1)Achievement motivation intervention can significantly enhance the achievement motivation of the experimental class students.(2)Achievement motivation intervention can promote the experimental class students' academic performance,and significantly promote the students with low academic performance in English.With the help of the "achievement motivation scale",I put forward the education teaching suggestions according to the final analysis data.(1)Parents should create a harmonious family atmosphere,and often give positive evaluation to their children,focusing on children's growth.(2)The school should set up the mental health activity class,in order to stimulate and promote the students' achievement motivation level.(3)The head teacher is expected to create a harmonious class.(4)Teachers should guide students to understand and accept themselves reasonably.(5)Teachers and parents should help students to set up a reasonable goal to achieve.(6)Teachers should guide the students to analyze their attribution of grades.(7)Teachers can set an example to students and encourage them to learn from the model.(8)Various activities should be organized for students to display themselves to improve their confidence.