The Influence Of Junior High School Students’ Learning Motivation On Art Self-regulated Learning:The Mediation And Intervention Of Learning Adaptability

Junior high school is a specific stage in the life growth process.The art education in this period can play a key role for students in future aesthetic,art and expression.With the all-round promotion of quality education,it is necessary to let learners in the dominant position be responsible for their own art learning.Therefore,it is necessary to guide junior high school students to carry out independent art learning.Scientific research shows that appropriate learning motivation can promote individuals to actively participate in independent learning of fine arts.research also finds that learning adaptability is an important part of students’ self-regulation in cognitive activities,and the improvement of adaptability level is conducive to the development of learning activities.At present,there are relatively few studies on art independent learning,learning motivation and learning adaptability.Therefore,this study will explore the mediating effect of learning adaptability on junior high school students’ art independent learning and learning motivation,and design a group counseling intervention plan based on the research results,in order to improve junior high school students’ learning motivation in art learning,and then improve the art independent learning level.First of all,the first study selected 353 students from a junior high school in Shangrao City to conduct a relevant questionnaire survey to empirically study the internal relationship among independent learning of fine arts,learning motivation and learning adaptability,and verify the intermediary role of learning adaptability.The results show that there is a significant positive correlation between art autonomous learning and learning motivation and learning adaptability;Learning motivation can have a direct impact on art autonomous learning.Learning motivation has an impact on art autonomous learning through learning adaptability,and the intermediary effect accounts for 48.61% of the total effect.Secondly,in order to further prove the rationality of the learning model established in study 1 in the process of teaching practice,study 2 recruited 40 subjects with lower learning motivation in study 1,after random allocation,the experimental group and the control group were 20 in each group.The experimental group was given art teaching intervention of 1.5-2 hours each time for 7 weeks,once a week,and the course time was delayed after class,the control group only carried on the daily art classroom teaching activities,did not do any other treatment.After the intervention,the experimental group and the control group were re-tested to obtain the posttest data.The results of the study show that the group counseling intervention of learning adaptability can improve the learning motivation of junior high school students and further improve the ability of independent art learning.