The Relationship Between Online Time And Learning Motivation In Middle School

With the development of society, networks are increasingly used in our daily lives. More and more junior students are becoming to contact network. Even someone of them is reach to the level of Internet Addiction. Of course, network is useful in some ways, but overuse or no restraint is bound to affect the junior students'learning. So, doing research on the relationship between online time and learning motivation is helpful for us to make out their relationship. So that we can rationally control students'online time and content, with the view of coordinating the time and motivation, for the purpose of increasing the learning motivation, providing valuable reference for the family education and school education. The subjects of the thesis are chosen randomly from three middle schools in Chengdu province. After choosing, we executed the measures, including the"Basic Circumstance Questionnaire","Motivation and adaptation assessment test","Diagnostic Questionnaire for Internet Addiction, YDQ". We collected the subjects'average daily Internet access time, weekend time and MAAT scores, meanwhile, filtered out the over users. Then, we began to analyze the differences in grades and sex, and the correlation analysis between online time and learning motivation.Results:1. This research was carried out among 506 junior students. There are 211 in Grade One, 211 in Grade Two, 84 in Grade Three, 255 are boys, 251 are girls. Seen from the"Basic Circumstance Questionnaire", junior students who surfs on internet with a view of entertainment account for 59.8%, with a view of opening the mind and making friends account for 33.4%, with a view of others account for 6.8%. Furthermore, 35.8% students have signed a"Surfing-online Contract"with their parents.2. On the whole, there is generally no excessive use of the network in junior students. And they are with appropriate self-control on the network. But this is still a lack of self-control, and it will be improved with the mental growth and the environment.3. On the whole, junior students have significant differences on sex, mainly exists in skills scenes(p=0.005), sports scenes(p=0.003), social life scenes(p=0.008)and test anxiety scenes(p=0.012), and boys'scores are higher than girl's on the dimensions of MAAT. Junior students also have significant differences on grades, mainly exists in knowledge learning scenes(p=0.004), sports scenes(p=0.028), social life scenes(p=0.001), test anxiety scenes(p=0.002), and the scores of the students who are in Grade One are higher than the scores of the students who are in Grade Two and Grade Three on this dimensions.4. The regression analysis showed that the daily average online time and the weekend online time could well predict the performance and learning motivation.5. When the daily average online time is treated as an independent variable, with the increasing online time, junior students'learning motivation will gradually decrease on knowledge learning scenes and avoid failure. It has significant differences on sex and grades. On the sex, when the online time is zero, differences mostly exist in sports scenes(p=0.003); when the online time is more than zero and less than one, differences mostly exist in social life scenes(p=0.007); when the online time is more than one and less than two, differences mostly exist in test anxiety scenes(p=0.019). On the grades, when the online time is zero, differences mostly exist in knowledge learning scenes(p=0.011), skills scenes(p=0.029), sports scenes(p=0.043) and social life scenes(p=0.025); when the online time is more than zero and less than one, differences mostly exist in knowledge learning scenes(p=0.012), test anxiety scenes(p=0.023); when the online time is more than two, differences mostly exist in test anxiety scenes(p=0.003). When the weekend online time is treated as an independent variable, with the increasing online time, junior students'learning motivation will gradually decrease on knowledge learning scenes, skills scenes, social life scenes, self-accountability and avoid failure. It has significant differences on sex and grades. On the sex, when the online time is more than zero and less than one, differences mostly exist in conductive tension(p=0.044); when the online time is more than one and less than two or more than two and less than four or more than four, differences mostly all exist in social life scenes(p=0.033). On the grade, when the online time is zero, the differences mostly exist in knowledge learning scenes(p=0.018), skills scenes(p=0.027), conductive tension(p=0.041). When the online time is more than zero and less than one, the differences mostly exist in self—accountability(p=0.012); When the online time is more than one and less than two or more than two and less than four or more than four, the differences mostly exist in conductive tension(p=0.009).