The Relationship Of High School Achievement Motivation, Self-Management Skills And Academic Achievement

Nowadays,the self-management in many areas by the attention and study, butmore limited to specific environment management, the field of education, Theresearches about college student self-management are more, covered surface is alsowider; However, the research for high school students is still relatively small, thisself-management under the existing scale revision of students for self-managementscale of high school students, while high school students the characteristics ofself-management analysis, on this basis Has studied high school achievementmotivation, self-management skills and Academic Achievement. The followingconclusions:1, the domestic high school students self-management structure, including:organizational planning, research thinking, communication skills, use of resources,learning management, self control, the concept of awareness, task management,interpersonal communication, self-efficacy, self-expression and body management,the concept of consciousness in13dimensions. They reflect a more comprehensivehigh school self-management skills in all aspects of the structure, on this basis, weprepared the13subscales, more comprehensive measurement of the high schoolstudents self-management content. After the performance of confirmatory factoranalysis of the structure is reasonable, the main measure the full scale of high schoolstudents learning management, use of resources and personal life ofself-management capabilities. In different grades and gender, high school students tothe stable.2, the revised high school self-management scale has good validity andreliability and validity. Internal consistency coefficients above0.70, while the totalscale internal consistency coefficient of0.926; the dimensions Cronbach αcoefficients were above0.70, the total scale of the two indicators over0.90,indicating that the internal scale Good homogeneity; retest reliability between therange0.926-0.972, indicating that scale has good reliability. The subscales and totalscale correlation coefficients higher correlation of all subscales. The correlation coefficient between the subscaleswas0.234~0.568, each subscale and total scale correlation coefficient0.737~0.847. Subscales associated with the total scale and all subscales than the correlationbetween the scale shows good construct validity.3, high school students self-management there is a significant grade difference.Generally speaking, self-management ability of senior high school students scoredhigher than a high school freshman. Only in interpersonal relations, self-efficacy,self-expression dimension less than the average score of high school students. This isconsistent with self-management ability and experience increases with age andgrowth assumptions.4, high school students of different genders love my management skills ingeneral no significant differences. Urban students, the total score, of thinking,resource use, interpersonal communication, management, and self-expression andphysical aspects of the concept of consciousness scored higher than rural students,and the difference is significant (P <0.05), in which thinking in the study, theconcept of consciousness and The concept of self-expression and other aspects andsignificant difference (P <0.01); rural students in self-control scores than urbanstudents, the difference more significant (P <0.05); In addition, the rural students inthe planning, organization and self-efficacy and other dimensions Degrees higherscores than urban students, urban students in the exchange of ideas, learningmanagement, work attitude and trends of needs of the score is also higher than ruralstudents, but the difference was not significant.5, achievement motivation and self-management skills related to a certaindegree, but not significant.6, achievement motivation and academic achievement there is a significantpositive correlation. High level of achievement motivation of students who havegood academic performance.7, third year student academic achievement motivation and the correlationcoefficient higher than high school students, high school seniors self-managementability and academic performance of the correlation coefficient of less than high school students.8, achievement motivation, academic achievement of the explanatory power ofan increasing trend, while the self-management ability of the explanatory power ofacademic decline. In other words, with the growth of school-age students,self-management skills influence on academic performance is declining, while theimpact on academic achievement motivation and gradually increased.