Sophomore Students Time Management Disposition And Achievement Goal Orientation And English Academic Achievement

The so-called time management is a management process that is involved in the reasonable plan and control of the time, including the effective arrangement and utilization of the time to improve the utilization ratio and the validity of the time. People have been exploring the approaches to the utilization and management of the time, expecting to control the limited and available time to achieve personal goals. Achievement goal orientation is the individual's perception on the objective of the activity he or she pursues. The faith of achievement goal commonly provides a framework for the individual's explanation and reaction, and consequently forms different patterns on sensibility and cognization and action.By reading extensive past literatures, the author found many studies have involved achievement goal orientation or time management disposition(TMD) forecasting the students' academic achievement, but there is no study that combines achievement goal orientation with time management disposition to predict students' academic achievement. we suggest that the difference of senior students'achievement goals may lead to the significant difference of their TMD, thereby the difference of their academic achievements. The objective of this thesis is to test if the above hypotheses are true.Based on the Achievement Goal Orientation Scale revised by Liu (2003) and the Time Management Disposition Scale developed by Huang and Zhang (2001), we conduct a stratified random cluster sampling investigation on 426 second year high school students from Nanjing Foreign Language School,Branch in Xianlin by methods of questionnaire. By analyzing the raw data of questionnaire using SPSS 15.0, we have the following conclusions:(1) In second year high school students' achievement goal orientation, the average levels of achievement-approach and mastery-approach are more than that of achievement-avoidance and mastery-avoidance. There is gender difference on the achievement goal orientation of second year high school students. Specifically, the average of female's mastery-approach is higher significantly than that of male.(2) The second year high school students' TMD has obvious higher scores on the sense of time value and the sense of time efficacy than on the sense of time control. The gender difference of second year high school students' TMD is significant, and there is a significant gender difference in the sense of time control. But there is no significant gender difference in the sense of time value and the sense of time efficacy(3)The second year high school students'achievement-approach, mastery-approach and mastery-avoidance have significant correlation with TMD and all its dimensions, but achievement-avoidance has no significant correlation with TMD and all its dimensions.(4) The second year high school students'achievement-approach and mastery-approach have significant positive correlation with academic achievement. On the other hand, there is insufficient evidence to show that achievement-avoidance and mastery-avoidance have correlation with English academic achievement. Achievement goal orientation does not enter the regression equation with English academic achievement as the dependent variable.(5) Although the second year high school students'academic achievement has significant correlation with TMD, the sense of time control and the sense of time efficacy, multiple regression shows that only the sense of time control enters the regression equation.Based on the main results, we gave a further suggestion. To help students to improve their grades, it is important to develop senior school students'time management skills. Especially, we should help students to enhance their sense of time control and take the improvement of English achievement or ability as their goals.