The Relationships Between Learning Motivation,Learning Flow Experience And Academic Achievement Of Middle School Students

Flow experience is a subjective internal experience produced by an individual.It represents a positive sense of pleasure produced by an individual in carrying out specific activities.When a immersive experience occurs,the individual can achieve the same kind of repeated activities.With the rise of positive psychology,more and more psychologists have been interested in this issue and conducted research.For middle school students,learning is a major task,so studying their flow experience is of great significance.Learning motivation is the fundamental motivation for students' learning.Some studies have shown that learning motivation can influence students' academic performance.However,there is still a lack of research on how learning motivation influences academic achievement through learning flow experience,and the mechanism between three variables is not yet clear.Therefore,this study will examine the relationships between learning motivation,learning flow experience and academic achievement of students in middle school.Using the psychological measurement method,a total of 453 middle school students,in Grade 7 and Grade 8 of a middle school in Jinan,Shandong Province were selected as subjects,and the learning motivation and learning flow experience of the students were assessed through the personal goal-orientation questionnaire,scale for adolescents' flow state in learning(SAFSL),and the student's midterm exam score were used as a measure of academic achievement.The results show that:(1)There are no gender and grade differences in learning flow experience of middle school students;There are grade differences in middle school students' goal orientation: the score of goal orientation of Grade 7 is significantly higher than that of Grade 8;There are gender differences in academic performance of middle students: the score of female students' academic performance is significantly higher than that of male students;(2)The task orientation can significantly predict the middle school students' academic performance,and can affect their academic performance through junior high school students' learning immersion experience;(3)Although the trend orientation can not predict the academic performance of middle school students significantly,it can influence students' academic performance through learning flow experience.The above conclusions show that different types of learning motivation and learning flow experience of middle school students have important effects on their academic performance.Task-oriented learning motivation and trend orientation can both enhance students' learning flow experience,which then improve their academic performance.The study can provide teachers with a theoretical basis and empirical support for more comprehensive understanding of how to improve students' academic performance.