A SEM Research On The Influence Of Learning Motivation And Strategy On Academic Achievement

The expansion of enrollment in universities can provide opportunities for higher education for millions of people,and promote the popularization of higher education in China.The disadvantages will lead to the uneven quality of higher education.In order to implement the requirements of the "Outline",comprehensively improve the quality of higher education,build a country with strong human resources,and clarify the causal relationship between the factors affecting academic achievement,and improve students' ability and academic achievement are imperative.Based on statistical analysis software SPSS 20.0 and AMOS 20.0,this study conducted a questionnaire survey of 780 mathematics students,through demographic analysis and structural equation modeling fitting and correction,to explore students' learning motivation and learning strategies under different academic achievements.Whether the demographic characteristics of each dimension have significant differences,according to the results of the difference analysis,judge the learning motivation and learning strategies of students with different demographic characteristics,construct the structural equation model of learning motivation and learning strategies that influence academic achievement,and judge the model fitting.The effect is good and bad,and the influence path of learning motivation,learning strategy and academic achievement is clarified,and then the effect of potential independent variables on mediating variables and potential dependent variables is analyzed.The research conclusions are as follows:First,the path of learning motivation and strategy influences academic achievement is in line with the research hypothesis.Learning motivation and its various dimensions have positive effects on academic strategy,learning strategy and its various dimensions on academic achievement,while internal and external motivation has a positive effect on academic achievement.The difference is that internal motivation promotes academic achievement,while external motivation inhibits academic achievement.Second,demographic characteristics will be compared from gender,ethnicity,household registration,school,and grade.There are no significant differences in the motivational strategies and dimensions of students in gender,ethnicity,and household registration.The differences are mainly reflected in schools,grades,and regions.Third,the learning motivation strategy and its various dimensions are significantly different in the school.Through multiple comparisons,there is no significant difference in the learning motivation strategy and the various dimensions of students in one school and Second Tiers.There are significant differences in the learning motivation strategies and their various dimensions between the students of the school and the students of the Third Tiers,the Second Tiers and the Third Tiers.The average of the observations shows that the average score shows First Tiers>Second Tiers>three The law of the school.Fourth,in addition to the ability pursuit and metacognitive strategies,the learning motivation strategies and their various dimensions are significantly different in schools.Through multiple comparisons,it is found that the third-grade inflection point,that is,the students' motivation strategy in the third year of college has been significantly improved,which is reflected in the Sophomore of the first grade and the Senior in the third-grade level.There are significant differences.By comparing the mean values,the mean value generally shows the regularity of the Senior>Junior>Sophomore>Fresh mans.Fifthly,there is no significant difference between the students in Guangdong and the students in Guangxi in the learning motivation strategies and their various dimensions.However,there are significant differences in learning strategies and their dimensions.By comparing the mean values,students in Guangdong have higher scores in learning motivation strategies and their various dimensions than those in Guangxi,but the scores of metacognitive strategies,cognitive strategies and resource management strategies are more obvious.