A Study On The Impact Of New College Entrance Examination Subject Selection Motivation On Academic Achievement During Colleg

“Education is the foundation of a long-term plan.” At present,our country has entered a new journey of building a socialist modern country in an all-round way.The need of the Party and the country for higher education,scientific knowledge and talents is more urgent than ever before.As the main way to transport talents to higher education,the college entrance examination is not only an examination system,but also a social system related to the quality of higher education and the driving force of national development.The college entrance examination carries many educational and social functions,of which the most important is the cultivation of talents.The General Secretary pointed out that,“We must start from the society,schools and parents,and do everything possible to free children from scores.We should make them understand that there are thousands of paths in life,and all walks of life can become talents.”The new college entrance examination reform has achieved the organic connection between high school education and college education,learning life and career by giving students the autonomy to choose subjects,promoting career planning and vocational education,breaking the gap between school education and social needs under the old college entrance examination model,and thus promoting students to grow into all-round and lifelong development.Based on the self-determined theory,this study examines the relationship between college students’ subject choice motivation,professional commitment and academic achievement in the context of the new college entrance examination from a psychological perspective,and integrates the relevant influencing factors of students’ individual level,school education level,and family background level,as well as domestic and foreign research experience to establish an investigation on the impact of the heterogeneity of college students’ subject choice motivation in the new college entrance examination.The details are as follows: sort out the sample distribution of the new college entrance examination students through descriptive statistics;The reliability and validity of the questionnaire were tested by factor analysis;Using independent sample t-test,one-way ANOVA and other methods to analyze the demographic differences of the main variables and their specific measurement dimensions in the control variables;Using Process regression and Bootstrap test to construct a multiple mediating effect model,verify the heterogeneity of the motivation of the new college entrance examination subject selection on college students’ academic achievements from the internal autonomous motivation and external controlled motivation,and explore whether professional commitment plays a mediating role between the two.The conclusions of this study are as follows:(1)In the difference analysis of demographic variables,the impact of family background is the most significant.The higher the family socio-economic status is,the better the performance of college students’ motivation for independent choice of subjects,professional commitment and academic achievement is.(2)The result of multiple mediating effect analysis shows that professional commitment is the intermediate mechanism of subject choice motivation affecting academic achievement,and the mediating effect of emotional commitment is stronger than economic commitment,normative commitment and continuous commitment,that is,subject choice motivation can significantly promote children’s academic achievement by improving the level of emotional commitment.As far as internal autonomous motivation is concerned,it can predict academic achievement both directly and indirectly through professional commitment,which shows that professional commitment plays a partial intermediary role between internal autonomous motivation and academic achievement;As far as externally controlled motivation is concerned,its direct prediction of academic achievement is not significant,but it can be indirectly predicted through professional commitment,which indicates that professional commitment plays a completely intermediary role between externally controlled motivation and academic achievement.(3)The results of process regression analysis show that the effects of internal autonomous motivation and external controlled motivation on academic achievement during college are not completely opposite.The significant positive predictive effect of internal autonomous motivation on academic achievement during college has been widely supported in previous studies.According to the analysis results of the regression model M2,although the influence of external controlled motivation on academic achievement during college is not significant,its direct effect value is positive,indicating that external controlled motivation does not necessarily lead to negative and low level of academic achievement.This result is different from the independent and controlled“binary opposition” effect emphasized by scholars in the central part of previous studies in the field of education,To some extent,the internalization and integration of externally controlled motivation in the theory of self-determination has been verified.Based on the results of the above data analysis,this study proposes to promote the overall improvement of college students’ academic achievements from the perspectives of stimulating students’ motivation to choose subjects and improving the level of professional commitment.