| 其他摘要 | Children's English education has aroused the common concern of society, schools and families. As for English teaching in middle school, the quality of children's English academic achievements is widely concerned by schools, teachers and parents, and is an important indicator to evaluate students' English level and teachers' teaching quality. English learning has a strong correlation with children's learning motivation, and also has a certain correlation with children's parents' social status, economic status, educational background, age, etc. Aiming at this problem, this paper conducted a survey on 916 students in the seventh-grade English learning class of a tutoring institution. The specific research content includes the following three steps:
Step I: The impact of family socio-economic attributes on children's learning motivation. Starting from the self-determined theory, social stratification theory and family social capital theory, four kinds of learning motivation, including children's internal motivation, external motivation, parent-oriented motivation and self-awareness ability, are selected as the dependent variables of the study, and the family socio-economic attributes, such as parents' education level, parents' occupation, parents' income, are selected as the independent variables of the study. A questionnaire survey was carried out among the seventh-grade students and parents of a counseling agency in Beijing. After datrocessing of the sample, the correlation between four kinds of learning motivation and overall learning a prep motivation and various variables in family socio-economic attributes was analyzed; A multiple linear regression model between the four kinds of learning motivation and the overall learning motivation and various variables in the family's socio-economic attributes is constructed. The results show that children's English learning motivation is significantly positively correlated with their parents' education level, occupation and income.
Step II: The influence of children's learning motivation on English academic performance and its mediating effect. The English proficiency test was carried out among the seventh-grade students in a counseling agency in Beijing. The English academic achievement was taken as the dependent variable of the study, and the family socio-economic attributes such as parents' education level, parents' occupation and parents' income were taken as the independent variables of the study. From the perspective of motivational psychology, four kinds of learning motivation of children, including internal motivation, external motivation, parent-oriented motivation and self-awareness, are selected as intermediary variables. After data preprocessing, the correlation between English academic achievement and four learning motivations is analyzed; The multiple linear regression model between English academic achievement and four kinds of learning machines, and the multiple linear regression
model between English academic achievement and various variables in family socio-economic attributes are constructed; This paper analyzes the mediating effect of four learning motivations on English academic achievement. The analysis results indicate that children's internal motivation, parent-oriented motivation, and self-awareness play a mediating role, while external motivation does not play a mediating role.
Step III: A prediction model of children's English academic performance combining learning motivation and family socio-economic attributes. Based on the sample data of the two research points mentioned above, English academic achievement is taken as the dependent variable of the study, and four kinds of learning motivations, such as parents' education level, parents' occupation, parents' income, and children's internal motivation, external motivation, parent-oriented motivation, and self-awareness, are taken as the independent variables of the study. After data preprocessing, a joint prediction model of children's English academic performance is constructed based on CART decision tree algorithm, and a child clustering method is output according to children's psychological characteristics, and the portrait characteristics of each type of children are given. The analysis results show that the children whose English academic achievements need to be improved often have the following three characteristics at the same time: the overall learning motivation is insufficient, the self-awareness ability is not strong, and the average income of parents is not high.
Through the exploration, analysis and summary of the relationship between family socio-economic attributes, children's learning motivation and children's English academic achievements, the paper also puts forward some suggestions for learning assistance in combination with actual English teaching work. These suggestions aim to give personalized psychological intervention suggestions to children, parents and teachers according to the characteristics of children, and promote the improvement of children's English academic performance through all-round efforts. |
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