The Influence Of Goals Content And Self-support On Learning Engagement Of Junior Middle School Students

Learning engagement is one of the important indexes to measure the quality of education and the development of students.Existing studies have shown that attention should be paid not only to the quantity of learning engagement,but also to the quality of learning engagement,and the influence on learning input should be explored from the goals content and learning environment established by students.The theory of self-determination holds that autonomy support is a kind of learning environment,which is divided into teacher autonomy support and teacher control.The research shows that teacher autonomy support can increase learning engagement relative to teacher control.The internal goals can improve the test result compared with the external goals;Test scores are an external manifestation of commitment to learning.Therefore,this study will explore the impact of goals content and autonomous support on learning engagement.At the same time,the matching theory believes that the internal goals can improve the test result because of the consistency between the goals content and the goals tendency,but the self-determination theory thinks otherwise,because the external goals pays too much attention to the external value of the learning activity itself,which will reduce the learning engagement.At present,there is no research on the effect of consistency of goals content and goal tendency on learning engagement in China.Based on this,this study adopted the method of combining scenario initiation and questionnaire survey to comprehensively explore the influence of goals content and autonomous support on learning engagement of junior middle school students.The study consists of three parts.Study 1 explored the influence of goals content on learning engagement of junior middle school students.The intrinsic and extrinsic goals of junior middle school students were activated through the instruction of the goals content,and the priming effect of the goals content was measured at the same time,and then the learning engagement of the students was measured.Finally,to explore whether there are differences in learning engagement of junior middle school students under different goals content conditions.Study 2 explored the influence of goals content and goals orientation on learning engagement of junior middle school students.132 junior middle school students were selected,and the influence of the goals content and the goals orientation on the learning engagement of junior middle school students was discussed by using the goal orientation questionnaire,the learning engagement questionnaire and the goals content guide.Study 3 explored the influence of goals content and autonomous support on junior middle school students' learning.170 junior high school students were randomly assigned to four conditions: intrinsic goals teacher autonomy support,intrinsic goals teacher control,extrinsic goals teacher autonomy support and extrinsic goals teacher control.The research results are as follows:(1)The situation of the goals content was activated effectively,and the impact of the goals content on the learning engagement of junior middle school students was significantly different.The degree of learning engagement of junior middle school students was higher due to the internal goals than the external goals.(2)Compared with the external goals,the internal goals has more learning engagement,but the positive effect of the internal goals is not caused by the consistency between the goals content and the goals orientation.Junior middle school students with the external goalsorientation have more learning engagement under the internal goals priming than under the external goals priming.(3)Goals content and autonomous support have a significant impact on junior middle school students' learning.Compared with the external goals priming,the internal goals priming had higher learning engagement and better test scores.Compared with teacher control,teacher autonomous support has more investment in learning and better test scores.Under the condition of independent support,teachers who gave intrinsic goals priming had more learning engagement and better test scores than those who gave extrinsic goals priming.The above results deny the interpretation of goals content by matching theory and further enrich self-determination theory.In education and teaching,teachers can guide students to set internal goals and give teachers independent support,which can provide reference significance for the improvement of learning investment of junior middle school students.