The Relationship Among Junior Middle School Students’ Basic Psychological Needs Achievement Goal Orientation And Self-regulated Learning

Objective: Based on the self-determination theory,this paper investigated the motivational conditions of the self-regulated learning strategies of junior high school students,further explored the relationship between basic psychological needs,achievement goal orientation and self-regulation learning,and elaborated the mediating role of achievement goal orientation between the relationship of basic psychological needs and self-regulated learning strategies.Method:Using the junior high school Learning Strategies Scale compiled by Zhang Lin et al.(2002),the Chinese version of the Basic Psychological Needs Scale revised by Liu Junsheng et al.(2003)and the Achievement Goal Orientation Scale compiled by Liu Huijun et al.(2002),a total of 260 students from Grade 7,8 and 9 of the two junior high schools in Zhuhai city participated in the research study and 235 valid questionnaires were obtained.The effective response rate of the questionnaire was 90.4%.Through descriptive statistics,t-test and variance analysis,this paper explores the development of self-regulated learning strategies among junior high school students,constructs a mediating model of achievement goal in the relationship between basic psychological needs and self-regulated learning strategies,and validates the model hypothesis through empirical research.Results:(1)the average scores of self-regulated learning strategies of junior high school students ranged from 3.27 to 3.62,and the standard deviation was between 0.63 and 0.85.There were significant differencesbetween the key and ordinary schools in the use of self-regulated learning strategies.The main differences were shown in the cognitive strategies uses(t=3.94,p<0.001)and regulatory strategies uses(t=3.21,p<0.01).There were no differences between male and female students in cognitive strategies uses(t=1.95,p>0.05),but there were significant differences in the control strategies use(t=-2.55,p<0.05).There were no significant differences in the self-regulated learning strategies in terms of grades.(2)Cognitive strategies and adjustment strategies in self-regulated learning strategies were significantly related to mastery approach,mastery avoidance and achievement approach in achievement goal but not significantly related to achievement avoidance.There were significant positive correlations between cognitive strategies,regulatory strategies in self-regulated learning strategies with basic psychological needs.(3)Mastery approach,achievement approach and achievement avoidance have partial mediating roles in the relationship between the basic psychological needs and self-regulated learning strategies,with the mediation effect of 0.069,0.04 and-0.052 respectively,which occupied14.8%,8.6% and 11.2% of the total effect.However,the mediation effect was not found in mastery avoidance functioning in the relationship between basic psychological needs,and self-regulated learning strategies.Conclusion:(1)The use of self-regulated learning strategies among junior high school students was significantly different between students in key schools and those in ordinary schools;female students was used the self-regulated learning strategies more frequently than male students did and there were no grade differences.(2)Self-regulated learning of junior high school students was closely related to mastery approach,mastery avoidance,and achievement approach among junior high school students.There was a positive association between self-regulated learning and basic psychological needs.Mastery approach,mastery avoidance and achievement approach were shown to have positive relationships with the competences and autonomy needs of basic psychological needs.(3)Achievement goal orientation plays a partial mediating role in the relationship between basic psychological needs satisfaction and self-regulated learning strategies.