Research On The Correlation Between High School Students' Physics Learning Interest,Motivation,Self-efficacy And Physical Achievement

Non-intelligence factors have a great influence on the performance of high school students in physics.Among them,physics learning interest,physics learning motivation,and physics learning self-efficacy are three important non-intelligence factors that affect students' academic performance.This thesis investigates the current status of high school students' interest,motivation,and self-efficacy in learning physics,and explores the correlation between them and the degree of influence among the three factors.ln addition,this thesis also investigated the relationship between high school students' physics academic achievement and physics learning interest,motivation,and self-efficacy.Through this survey,we hope to understand the factors that promote the academic performance of senior high school students,and based on the results of the study,we give targeted recommendations for improving the physics performance of senior high school students.This thesis uses a questionnaire survey to investigate the physics learning interest,motivation,and self-efficacy of students from two high schools in Wuhan and one high school in Chengdu,and we collected student's mid-term physics academic performance information.By processing the data with SPSS Statistics 20.0,We compared and analyzed the differences in the physics learning interest,motivation,and self-efficacy of high school students in gender,grade,competition classes and non-competition classes as well as the correlation among physics learning interest,motivation,and self-efficacy.After analysis the datas,we can obtain a path model about physics learning interest,motivation,and self-efficacy through regression analysis.Finally,the relationship between physics learning interest,motivation,self-efficacy and the physics academic performance was analyzed separately..Through investigation and analysis,this article comes to the main conclusions as follows:(1)High school students' physics learning interest,motivation,self-efficacy,and their average scores in all dimensions are at a moderately high level.There is a significant difference in the physics learning interest of high school students in schools,gender,grade,competition classes and non-competition classes.The physics learning self-efficacy of high school students is significantly different in schools,gender,competition classes and non-competition classes,and there is no significant differences in grades.The physics learning motivation of high school students differs significantly in school,gender,the challenging dimensions of competition class and non-competition students,and there is no significant difference in grade level.(2)High school students' physics learning interest,motivation,and self-efficacy were significantly correlated with each other.Among them,the correlation between physics learning interest and self-efficacy was highest,followed by higher correlation between physics learning interest and learning motivation.The correlation between physics learning self-efficacy and learning motivation is relatively lowest.From the path analysis of the three factors,physical learning motivation and physics learning self-efficacy can explain 60.1%of physics learning interest,and physics learning motivation can explain 15.1%of physics learning self-efficacy.(3)The statistical analysis of the high,middle and low groups of physics academic performance shows that students in high physics academic performance groups score higher than other students in physics learning interests,overcoming difficulties,input,cause and effect knowledge,experiment operations,expand knowledge,and generalize knowledge,but no difference is found in the dimension of concern.Second,in the dimension of physics learning motivation,that students in high physics academic performance groups have a higher level of physics learning motivation and challenging dimensions of physics learning motivation.In the end,that students in high physics academic performance groups have an advantage in the physical learning self-efficacy and its dimensions.