A Research Of The Relationship Among Achievement Goal Orientation,Self-efficacy,Competition Mode Perfection And Emotional Reaction Of Middle School Students

learning competition as a special kind of teaching method and learning style has become one of the most important topics in current research, which teachers used to mobilize students’ learning motivation, increasing learning interest, and students used to excel, to gain more knowledge or better performance under the education teaching environment, including three different model of competition:self competition mode, single competition mode and team competition mode. However, few studies have focused on the preference of students towards the three kinds of competition models, especially in considering the premise that students with different levels of achievement goal orientation and self-efficacy. Therefore, questionnaire and experimental method have been applied in this research and research 232 junior middle school students in order to investigate the choice preference for three different competition models of students with different achievement goal orientation and self-efficacy. In addition, the study also discusses whether the self-efficacy plays a regulating role in the relevance between the dimensions of achievement goal orientation and the mode selection, and under the preferred mode, the pleasant and anxiety feeling of the students who with different achievement goal orientation and self-efficacy. Clear up these questions can provide theoretical guidance for educators when using competitive activities or tasks during the teaching process. Especially for the students with performance goal orientation or low-self-efficacy, only understand their preference for the different competition pattern, we can truly do make use of the competition to mobilize students’ learning, improve the learning motivation and academic performance.The findings indicate that:(1) the students with different mastery goals and performance goals are significant difference on the competition mode choice. The students with high mastery goal most preferred self competition mode, the second is the team competition pattern; The students with low mastery goal favorite team competition pattern. High performance orientation students favorite single competition model, the second is the team competition pattern; Low performance orientation students favorite self competition pattern, the most don’t like single competition pattern. The students in the middle level of both goal orientation prefer group competition pattern, the most don’t like single competition pattern. The students with different levels of self-efficacy have no significant difference on the competition mode choice.(2) self-efficacy play a regulating role in the relevance between achievement goal and mode choice. Students of mastery goal orientation on the choice of self competition mode and the team competition, as well as those students of performance goal orientation on the choice of single competition and the team competition, self-efficacy has a regulatory role:the stronger self-efficacy the students have, the students with higher mastery goal orientation or higher performance goal orientation tend to choose team competition pattern; The lower self-efficacy the students have, the students with mastery goal orientation tend to choose self competition model, the students with performance goal orientation tend to choose single competition pattern.(3) Mastery goal orientation and self-efficacy have significant main effect on the pleasant feeling, but no significant interaction; Both the main effects and interaction effects are not significant on the anxiety feeling. Performance goals orientation and self-efficacy have no significant main effect and interaction effects on both pleasant feeling and anxiety feeling. Multiple comparison found that students among the middle level of self-efficacy have higher pleasant feeling experience than the students in low self-efficacy group; the higher the mastery goal orientation is, the more happy feeling the students experience.