Empirical Study And Influencing Factors Of Physics Difficulty Students’ Motivation In The High School

Conversion and motivation are a hot issue in the current educational research about physics disabled-learning students. Physics disabled-learning students learning motivation is weak, it becomes an important issue of the impact on the overall development of students. It is practical significance to investigate and analyze controllable factors that affect the disabled-learning students in physics motivation.In the paper, the author mainly discuss the basic concepts of the disabled-learning students in physics and physical motivation, and design the survey table according to four main factors (self-efficacy, attribution style, teacher-student relationship and parental involvement) to investigate learning motivation in physics about disabled-learning students and the excellent students in three middle schools of Long chuan County. By analyzing the gender differences, grade differences, academic differences and school differences and using multiple linear regression method, the paper get the following results:(1)The distribution of number of students, boys are higher than girls, migrant workers parents of students is higher than the excellent students in learning difficulties, there isn’t clear correlation in boarding students or not.(2)About gender, boys is lower than girls about internal motivation, boys is slightly higher than girls about external motivation.(3) In term of grade, learning motivation goes down with the higher grades.(4)Strength of disabled-learning students is low in physics motivation, the internal motivation of the disabled-learning students is lower than the excellent students, the external motivation of the disabled-learning students is higher than the excellent students, the external motivation of the disabled-learning students is more significant.(5)Physics disabled-learning students from key senior high school are higher than the ordinary high school students in external motivation, internal motivation and motivation, but it does not form a significant difference.(6)Self-efficacy, attribution style and parental involvement make a positive impact on the disabled-learning students of physics internal motivation; Self-efficacy, parental involvement make a positive impact on parental involvement external motivation; Attribution style is negatively correlated in external motivation, teacher-student relationship is not obvious.According to the results of the data analysis, we propose suggestions and comments to improve motivation of physics disabled-learning students:(1) designing moderate learning tasks;(2) guiding the correct attribution;(3) feed backing clearly and timely;(4) improving the level of parental involvement.The results for the motivation theory provide empirical material which can guide usefully for high school physics teacher training and stimulate students’ physical motivation.