| 其他摘要 | Achievement goal orientation theory is one of the important propositions in the study of achievement motivation theory. It is one of the learning motivation theories widely studied and applied. With the development of this theory, the structure and content of achievement goal orientation are also changing. A large number of studies on the efficacy of achievement goal orientation confirmed that students held different achievement goal orientation, and their learning process and academic results were very different. Therefore, if we can deeply understand the internal psychological mechanism leading to the orientation of different achievement goals, we can better understand the psychological development characteristics and learning goal models of senior high school students in the current school education environment. It provides theoretical basis for promoting students' achievement goal orientation and carrying out efficient teaching in educational practice. This study examined the individual's sense of self-worth (personality factor), self-efficacy (ability factor) and learning anxiety (emotion factor) from the point of view of the trait of achievement goal, as well as the influence of the three factors on the orientation of different achievement goals. On the basis of reviewing previous literature, we tried to construct a four-dimensional achievement goal orientation mechanism model influenced by self-worth and academic self-efficacy as well as learning anxiety. This research used the Excel table input data and the SPSS19.0、AMOSS22.0 and PROCESS plug-in to carry on the statistical analysis to the data, used the descriptive statistical analysis, the variance analysis, the correlation analysis, the regression analysis and so on method obtains the data statistical result and on the basis of the previous literature discussion, it was clear that the goal-oriented model of academic achievement which was suitable for the comparative advantage of the present high school education environment can be used as a reference for high school students, and educators to practice in teaching. The results of the study were: 1. High school students' sense of self-worth positively predicted mastery-approach goal orientation and performance-approach goal orientation, as well as negatively predicted performance-avoidance goal orientation, but the predictability of the mastery-avoidance goal orientation was not significant; 2. High school students' academic self-efficacy positively predicted mastery - approach goal orientation and performance-approach goal orientation as well as mastery - avoidance goal orientation, while negatively predicted performance avoidance targets; 3. High school students' learning anxiety positively predicted performance - approach goal orientation and performance - avoidance goal orientation, as well as mastery - avoidance goal orientation, but the predictability of the mastery - approach goal orientation was not significant; 4. The chain mediating role of academic self-efficacy and learning anxiety in the process of self-worth influencing four achievement goals orientation was not significant; 5. High school students' sense of self-worth had a positive influence on mastery - approach goal orientation and performance - approach goal orientation as well as mastery - avoidance goal orientation through the mediating effect of academic self-efficacy.Through discussion and analysis, we set the goal orientation of achievement which is appropriate to the dominance of the current educational situation: a high-score approach goal & a high-score approach goal & a high-score approach goal & a low-score avoidance goal. Such goal orientation can lead students to devote themselves to acquiring new knowledge, deep learning strategies to cope with challenging tasks, stimulate students' inner interest in understanding, mastering learning tasks, and involve students in creative activities autonomously, and also enable students to meet the learning process with time, cost, process, and the educational environment in which test scores are the criteria for evaluating learning effectiveness.Conclusion of this study: only in the psychological state of high school students with higher self-worth level, higher academic self-efficacy level and moderate learning anxiety level, can they achieve the goal orientation of constructing ascendant learning goal orientation; students have better academic achievement goal can carry out the concept of developing students' core accomplishment, promoting deep learning and teaching students according to their aptitude, which is strongly advocated the current high school education. |
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