The Characteristics Of Academic Achievement Goals Of Middle School Students And The Relationship Between Academic Achievement Goals And Academic Emotions

Achievement goal theory has become a hot point of psychology since 1990. The academic achievement goals of middle school students were the pursers that students studied in the learning environment. As non-intelligence, academic emotions played an important role in students'development, so it's necessary to explore the relation between them, and to explore students'study further.This study established the academic achievement goal structure and the questionnaire of middle school students on the base of internal and external reference with data from experts and open investigation. This questionnaire investigated the developmental characteristics of middle school students'academic achievement goals, and discussed the relationship between academic achievement goals and academic emotions of middle school students, and put forward the shortage of this study.The results as follow:The structure of middle school students academic achievement goals included 6 factors, it was constituted by task approach goal, task avoidance goal; comparative approach goal, comparative avoidance goal; social approach goal, social avoidance goal.The total internal consistency coefficient of Academic Achievement Goals of Middle School Student (formal questionnaire) was 0.749. Confirmatory factor analysis showed that all indicators were good. So the questionnaire could be used as a measuring tool for middle school students'academic achievement goals.Except for comparative avoidance goal, most students always took other achievement goals, which showed that students took several goals, rather than a single goal in academic achievement goals. Generally speaking, there was no significant gender difference on academic achievement goals of middle school students. Specifically, girls were more inclined to adopt task avoidance goal than boys; while boys were more inclined to adopt social avoidance goal and competition avoidance goal than boys. There was a significant difference on grades in the task avoidance goal, competition avoidance goal, and social avoidance goal of middle school students, which of students in eighth graders were much higher than other grades.Academic achievement goals correlated with academic emotions significantly except the calm, relaxed, tired, and helpless. Task approach goal correlated with positive arousal emotions positively (except pride), and correlated with negative emotions negatively (except anxiety and anger); task avoidance goal correlated with all emotions, positively with positive-high arousal emotions, negative-high arousal emotions, negative-low arousal emotions, and negatively with positive-low arousal emotions; comparative approach goal correlated with negative-high arousal emotions positively, comparative avoidance goal correlated with all emotions significantly, negatively with positive emotions and positively with negative emotions. Social approach goal correlated with positive-high arousal emotions and negative-high arousal emotions positively; social avoidance goals correlated with negative emotions positively.