An Group Intervention Research On Internalization Of Extrinsic Learning Motivation Based On Self-determination Theory In Secondary Vocational School Students

In recent years, positive psychology is concerned by psychologists and educationists in all aspects. With the rise of positive psychology, self-determinism plays an important role in which. Different from the traditional theory that emphasize theoretical research, self-determinism find a more viable mathematics method to measure the levels of human motivation, which provides the basis for promoting the development of positive psychology.In China secondary vocational education has been positioned for educating the workers who have the technology and ability and improving the youth employment rate. So people focus their key research on vocational students’employment, but neglect in secondary vocational school students’ academic problems. However we must recognize that these two issues are not contradictory because learning professional technology is one of the fundamental guarantee of employment. One of the key factors of learning is learning motivation. A good motivation makes students learn more targeted and motivated. Therefore they can gradually find interest of learning, and have the learning activities go on.The study is based on the relevant self-determination theory to guide the students’group activities, and to improve the levels of learning motivation of students. By designing and implementing the intervention program we hope it can meet students’ autonomy need, improve the academic self-efficacy and improve the perception of students’ relationships in the surrounding environment. Then they can better integrate into the surrounding groups, producing a sense of collective. And students will get more interest and autonomy in learning. The study also provides the practice and theoretical basis for the vocational students’education. In this study we combined the experimental method with interview method to set the contrast class and the experimental class. We took Academic Self-Regulation Questionnaire, Academic Self-Efficacy Scale and Independent Support Questionnaire to do Pre-test and Post-test. And we combined with the subsequent interview to give teachers and students the semi-structured interviews, with the purpose to further test the changes of students’ motivation level.We chose some first-year students in a secondary vocational school in Hohhot as the subjects. Before the semester starts we divided the students into several classes randomly according to their major. When we do pre-test we chose two classes with the same major and grade to avoid some influential factors such as age, gender, personal hobby etc.. Students in the two classes are the same major with the same teachers, which makes the test not be affected by the different teachers or other variable facors. pre-test shows that there aren’t any significant differences in levels of autonomy between the two classes. By interviewing students and consulting teacher who is in charge of the class we selected45students who are willing to make change and voluntary to do group intervention to take group activities.For another class we also selected45students whose autonomy levels are similar to be the control group. According to their relative autonomy levels we divided the two classes into three groups to do intervention separately.Group intervention lasts for3months, which happens at a total of11times, once a week, and about90minutes for each time. We asked the group members to fill in the feedback during and after the group activities, from which we can observe the atmosphere and the feeling between the two comparison groups. After the group activities finished we took post-test and did afterwards interviews with some teachers and students to understand the changes of students’learning before and after intervention. In addition in the proceeding of intervention, we did some quizzes during the class to check the students’learning status. The conclusions are as follow:1Group intervention can effectively promote the students’learning motivation internalized2Moderate relatively autonomous motivation group showed the most obvious results.3Low level relatively autonomous motivation group showed the lowest effective.4Internalization of Extrinsic Learning Motivation can be done by met of individuals’three basic needs (including autonomy, competence and relatedness).