A Study On The Relationship Between Achievement Goals, Academic Self-efficacy And Learning Input Of Tibetan Middle School Students

Ethnic education is an important part of China’s education system.The quality and development of ethnic education affect the improvement of the quality of education throughout the country.In order to develop ethnic education better,it is essential to understand the specificity of learning psychology of minority students.At the same time,it is also necessary to follow the internal laws of learning of students in ethnic areas.Studies have shown that achievement goals,academic self-efficacy and learning engagement are important factors in influencing students’academic performance,and there is a close relationship between these factors.Therefore,it is necessary to deeply explore the achievement goals,academic self-efficacy and learning engagement characteristics of the student in minority areas and their relationship and influencing factors.Through a questionnaire survey’of 618 Tibetan middle school students’achievement goals,academic self-efficacy,and learning engagement,this study explores the characteristics of Tibetan middle school students in these aspects.Combined with interviews,this paper analyzes the environmental factors affecting Tibetan middle school students’learning.This study draws the following conclusions:First,in terms of achievement goals,Tibetan middle school students are more likely to adopt the mastery-approach goal,mastery-avoid goal,and performance-approach goal,and less likely to adopt the performance-avoid goal.Girls are higher than boys in mastery-approach goal and mastery-avoid goal,while boys are higher than girls in performance-approach goal.Non-only children are significantly higher than the only child in the dimension of mastery-approach goal and performance-approach goal.Junior high school students are significantly higher than high school students in the dimension of mastery-approach goal and performance-approach goal.The characteristics of Tibetan middle school students’achievement goals are as follows:from the lower grades to the upper grades,the mastery-approach goal is declining,and the performance-approach goal is first to decline and then rise.Second,in terms of academic self-efficacy,Tibetan middle school students have a higher level of academic self-efficacy.There is no difference in academic self-efficacy between boys and girls.The academic self-efficacy of non-only children is significantly higher than that of only children.The academic self-efficacy of junior high school students is significantly higher than that of high school students.The changes in academic self-efficacy of Tibetan middle school students are characterized by a decline in academic self-efficacy from the lower grades to the upper grades.Third,in terms of learning engagement,Tibetan middle school students’overall learning engagement is at a medium level.Girls are more focused than boys.There is no difference in the learning engagement between the only child and the non-only child.Junior high school students’ learning engagement are higher than high school students.The characteristics of Tibetan middle school students’learning engagement change trend is as follows:the learning engagement from the lower grades to the upper grades shows a downward trend.Fourth,Tibetan middle school students’mastery-approach goal,mastery-avoid goal and performance-approach goal are positively correlated with academic self-efficacy and learning engagement,and the performance-avoid goal is significantly negatively correlated with academic self-efficacy and learning engagement.There is a significant positive correlation between academic self-efficacy and learning engagement.mastery-approach goal and performance-approach goal positively predicts learning engagement and academic self-efficacy,and performance-avoid goal negatively predicts academic self-efficacy and learning engagement.Academic self-efficacy has a partial mediating effect between mastery-approach goal and learning engagement,has a partial mediating effect between performance-avoid goal and learning engagement,and has a complete mediating effect between the performance-approach goal and learning engagement.Fifth,Tibetan middle school students can adopt multiple goals.Tibetan middle school students can be classified into four categories:mastery goal group,performance goal group,low goal group,and multiple-goal group.The multiple-goal group had the highest level of academic self-efficacy and learning engagement,and the low-goal group had the lowest level of academic self-efficacy and learning engagement.Sixth,based on the research results,suggestions and countermeasures for further improving the education and teaching of Tibetan middle school students are proposed.The recommendations are mainly from the perspectives of foreign multicultural education policies,the experience of local schools and the researchers’own thinking,These suggestions provide some revelation for promoting the quality of ethnic education.