Study On The Relationship Between Learning Motivation And Mental Health Of Middle School Students And Its Intervention

OBJECTIVE:This study first investigated the relationship between learning motivation and mental health of middle school students,and on this basis,explored the promoting effect of different types of intervention methods on learning motivation of middle school students,and deeply understood the internal mechanism of the influence.METHODS:In the first study,547 middle school students were selected as valid subjects.The study motivation scale and the mental health scale of middle school students were used to investigate their learning motivation and mental health,and the characteristics of the two were analyzed from the perspective of demographic variables.Finally,the relationship between learning motivation and mental health was verified.In the second study,experimental intervention method was adopted,using different types of scientists’ personal background knowledge as intervention materials,and whether writing expression was used as intervention method to explore the struggle or achievement stories of scientists and the promotion effect of writing expression on middle school students’ learning motivation.In this study,a mixed experimental design of 2(scientists’ personal background knowledge:struggle group and achievement group)*2(whether writing expression was performed)*2(pre-test and post-test)was adopted,in which scientists’ personal background knowledge and whether writing expression was performed were regarded as inter-group variables,pre-test and post-test were intra-group variables,and the dependent variable was learning motivation.A total of 132 middle school students were randomly divided into five groups,including four experimental groups and one control group.The experimental group underwent intervention for 10 weeks,once every two weeks,for a total of five times,while the control group was not treated.RESULTS:First,the overall learning motivation of middle school students is above the average level,and there are significant differences only in gender,while there are significant differences in internal learning motivation in gender and residential situation.Second,the overall mental health of middle school students is good.The dimension of mental health and interpersonal harmony was significantly different between the sexes.There are significant differences in the dimension of happiness in life;Mental health,willingness to learn,interpersonal harmony,examination calmness and emotional stability are significantly different in residential conditions.Third,the total score of learning motivation is positively correlated with mental health,happiness of life,willingness to learn and interpersonal harmony,but not significantly correlated with examination sedation and emotional stability.There is a significant positive correlation between internal learning motivation and the five dimensions of mental health,while there is a significant negative correlation between external learning motivation and the four dimensions of life happiness,willingness to learn,examination calmness and emotional stability,but no significant difference with the dimension of interpersonal harmony.Fourth,learning motivation can significantly predict the mental health of middle school students,in which internal learning motivation is beneficial to the mental health of students,while mental health development of students affected by the proportion of external learning motivation.Fifth,four types of intervention,all in different degree,improve the students’learning motivation.To improve the level of internal learning motivation of middle school students,the achievement of writing expression is the best.To improve students’external motivation,the effect of struggle writing expression is more obvious than that of achievement writing group.For the overall level of learning motivation,struggle written expression,achievement written expression and struggle general writing can all play a role in improving the learning motivation of middle school students,and struggle written expression intervention is more effective for students with lower grades before interventionCONCLUSION:The research shows that the combination of scientists’ personal background knowledge and written expression is an effective way to promote the learning motivation of middle school students.This program can achieve the above effect in the short term,but the long-term effect remains to be investigated.Future research can focus on its longitudinal development,in order to obtain better results.