Research On The Relationship Among Achievement Motivation, Strategies And Results In Pupils' Maths Problems Solving Process

This research is based on the randomly sample-chosen interviews to 244 grade-six-students who studies in the primary school attached to Teachers Further Education School in Jiutai City & Central School of Jiujiao by the unit of class. Aiming to find out how pupils in Grade 6 solveing maths problems and analysising on their relationship and interaction to their study results, in the meanwhile, to analysis the predictive relationship between choosing achievement behaviors and the motivations.Hopefully, the final findings will help primary school teachers in their future work from a practical and theoretical points of view Research findings are as followed:1. Achievement motivation and study results appear to be positively corelated, and the more or bigger motivation is, the better results he may get.2. Drawing token strategy and study results appear to be positively correlated. That is to say, the higher the level of drawing token strategy is, the better results he gets.3. Meta-cognition and the study results seem to be correspondently positive-related. The three parts of meta-cognition: knowledge, experience and monitoring of the problem-solving results.4. The results of regression analysis prove that: drawing token strategy,results expectation,metacognitive experience are the significant predictor variables, and their joint probability is 16%. Inner interesting,low-costs are the significant predictor variables to the choosing of achievement behavior, and their joint probability is 12.7%. The expectation and value in achievement motivation have different influence on results and achievement behavior. Expectation can predict result, while value predict the choice of achievement behavior.