A Study On The Relationship Among Learning Motivation,Learning Efficacy And Academic Achievement Of Grade Three Students

Middle school students’ learning motivation and learning efficacy not only have great influence on their learning behavior,but also are closely related to their physical and mental development.Therefore,educators need to take training and improving middle school students’ learning motivation and learning efficacy as important tasks.In order to promote the development of school education towards a more rational,scientific and standardized direction,it is necessary to understand and master the interaction between students’ learning motivation,learning efficacy and academic performance,and to seriously explore the relationship between the three,so as to provide help for teachers to carry out teaching work more scientifically.A total of 412 junior high school students were selected from an urban middle school and a rural middle school in Lu Zhou,tests them through "learning motivation scale" and "academic self-efficacy questionnaire",and then collects the students’ mid-term examination results of the two secondary schools,and makes statistical analysis on them.And 16 representative students were selected and interviewed.Combined with the questionnaire data and the interview content,the questionnaire data and the interview content were combined,The following conclusions are drawn:There is a significant difference between the learning motivation and learning efficacy of the third-year students in whether they are class cadres or not.The level of learning efficacy and learning motivation of the students who are student cadres is higher than that of the students who are not student cadres.The learning efficacy and motivation of the third-year students are significantly different in family areas.The learning efficacy and motivation of the students from cities and towns are higher than those from rural areas.The learning efficacy and learning motivation of the third-year students are significantly different in their parents’ educational background.The learning motivation and learning efficacy of the students with high educational background are higher than those of the students with low educational background.There is a positive correlation between learning motivation and learning efficacy,learning efficacy and learning achievement,learning motivation and learning achievement.After analyzing the scores of the questionnaire before and after group counseling,it is found that the students in the experimental group have significant differences in learning motivation,learning efficacy and academic performance compared with the students in the control group.The learning motivation,learning efficiency and academic performance of the experimental group students are significantly improved before and after the group counseling.The results of this study suggest that teachers and students in junior high school should pay attention to the improvement of students’ learning motivation and learning efficacy,so as to promote the improvement of students’ academic performance.To improve the learning efficacy,learning motivation and academic performance of the third-year students,the following aspects should be taken into consideration:(1)Through the government to strengthen the construction of teachers in rural schools,increase investment in hardware and software in rural schools,improve the learning effect of rural students.(2)Parents of students can change their educational concepts and create a good family atmosphere.On the other hand,parents need to improve their parenting styles and increase their father’s participation in parenting.(3)Teachers can guide students to set up reasonable learning goals and stimulate students’ achievement motivation;Attribution training to help students form a developmental attribution model;Implementing process evaluation to increase students’ successful experience;Use positive verbal persuasion to increase students’ self-confidence.