A Research On The Relationships Among Achievement Goal Oriention,academic Self-Handicapping And Learning Engagement Of Senior Middle School Student And Educational Strategies

Learning engagement is a new field in the study of positive psychology,It refers to the degree of behavioral participation,the quality of emotional experience and cognitive performance of the learning subject in the implementation of learning tasks.In recent years,Achievement goal orientation is active in the field of motivation as a research hotspot,and has attracted the attention of scholars.This study starts from the achievement goal orientation and explores its relationship with learning engagement,and introduces academic self-handicapping as a mediating variable to explore the relationship between the three,,in order to provide feasible suggestions for high school students' learning guidance and education.This study selected 4 senior middle schools in Shanghai,Jingdezhen and Luoyang to conduct a questionnaire survey among 1,000 students in Grade One,Grade Two and Grade Three.872 valid questionnaires were collected for the study.Based on the analysis of the current situation and relationship among achievement goal orientation,academic self-handicapping and learning input,this paper explores the mediating role of academic self-handicapping in achievement goal orientation and learning engagement.The conclusions are as follows:(1)In terms of gender,there were no significant differences in the four dimensions of achievement goal orientation among senior middle school students;in the location of the household registration,there were significant differences in grasping the approaching goal,the achievement approaching goal and the achievement avoidance goal orientation and the average score of urban students was higher than that of rural areas;at the grade level,there were significant differences in mastery goal orientation,mastery avoidance goal orientation and achievement goal orientation,and the score of the first grade was at a higher level in the three grades.(2)The overall situation of high school students' academic self-handicapping was at a lower-middle level.In terms of gender and grade,the academic self-handicapping of high school students was significantly different.The academic self-handicapping level of boys was higher than that of girls,High second grade score was at a higher level in three grades;in the place of residence,the difference in academic self-handicapping in high school was not significant.(3)The overall situation of high school students' learning engagement was in good condition and was in the upper middle level.In terms of gender,the total score of learning engagement was not significant;in the place of residence and grade,the differences were significant,the urban level was higher than the rural level,grade one ' s score was the highest.(4)When senior middle school students hold the goal orientation of mastery,avoidance and achievement,the higher their learning engagement.There was a negative correlation between high school students' mastery goal orientation and academic self-handicapping,there was a positive correlation between achievement goal orientation and academic self-handicapping,there was a positive correlation between achievement avoidance goal orientation and academic self-handicapping.High school students' academic self-handicapping negatively predicts their learning engagement.(5)Academic self-handicapping plays a partial mediating role between mastering goal orientation and learning engagement;Academic self-handicapping plays a partial mediating role between achievement goal orientation and learning engagement.