A Study On The Relationship Between Achievement Motivation, Learning Strategy And Mathematical Achievement Of Junior Middle School Students

The study was used questionnaire survey method, at the beginning of the semester two classes of students in grade one, two, three were randomly selected from a junior high school in Nanjing as subjects, investigating their level of achievement motivation and learning strategies to analyze the current situation of junior high school students’achievement motivation, learning strategies level, explore the relationship of junior high school students’achievement motivation, learning strategies and mathematical achievement, and put forward some corresponding suggestions of junior high school mathematical teaching.The study showed that:1. It existed significant grade difference among achievement motivation of junior high school students. Overall, the second grade students’achievement motivation and the motivation of pursuing success was significantly higher than that of the first and the third grade students, but the motive of avoiding failure level there is no difference. At the same time, achievement motivation has no significant grade differences for students whose mathematical academic achievements were low; In high achievers, grade two’s level is significantly higher than the grade one.2. There is significant difference in grades for the learning strategies of junior high school students. Grade two’s level of learning strategies are significantly higher than that of the first and the third grade.3. There is a positive relation between the achievement motivation and the learning strategies of junior high school students. Moreover, learning strategies was positively correlated with the motivation of pursuing success, negatively correlated with the motivation of avoiding failure.4. There is a positive relation between the achievement motivation and the mathematical achievement of junior high school students. First of all, mathematical achievement is positively related to the motivation of pursuing success, negatively correlated with the motivation of avoiding failure. Secondly, for the high packet of mathematical achievement, there is a low negative relation between the achievement motivation and the mathematical achievement, a low positive relation between avoiding failure motivation and the mathematical achievement; for the low group, it had significantly positive correlation between mathematical learning achievement and achievement motivation. What’s more, the two’s relationship can be approximately described by using the regression equation of Y=73.074+0.499X1-0.466X2, where Y denotes the mathematics study score, X1represented the motivation of pursuing success, X2represented the motivation of avoiding failure.5. There is a positive relation between the learning strategies and the mathematical achievement of junior high school students. While for high packet of mathematical learning achievement, learning strategies including sub strategies had no significant relation with mathematical achievement; for the low block, there is significant relation between learning strategies and mathematical achievement. What’s more, the two’s relationship can be approximately described by using the regression equation of Y=19.383+1.325X1+0.679X2+1.239X3, where Y denotes the mathematical achievement, X1said the time management, X2said other people’s support, X3said the intensive processing strategy.