Learning Immersion Experience And Achievement Goal Orientation: The Mediating Role Of Academic Self-efficacy

In recent years,with the gradual increase in teaching reform,researchers pay more attention to how to effectively improve the academic quality of students gradually.As an important concept in the field of positive psychology,the emergence of flow experience can lead individuals to engage in activities more enthusiastic,enhance the effect of activities.The learning flow experience is the embodiment of the flow experience in learning situations.It refers to the positive emotional experience that students feel when they concentrate on learning activities.It is known that achievement goal orientation can forecast academic achievements,and as individual characteristic,self-efficacy plays a key role in academic achievement,therefore it is important for us to study the relationship among the learning flow experience,the self-efficacy and the achievement goal orientation,and their functionary mechanisms.In previous studies,scholars only focus on the study of the dispositional achievement goal orientation,while ignoring the situational achievement goal orientation and the interactive of them.Therefore,on the basis of previous studies,this paper tries to analyze the relationship between the achievement goal orientation and the learning flow experience,and further explore the effects of situational achievement goal orientation and the interactive of dispositional and situational goal orientation on the learning flow experience.In this study,we use the questionnaire and experimental method and take 440 college students as the research subjects,to explore the significance of the emergence of learning flow experience on learning and the mechanism of achievement goal orientation by examining different achievement goal orientations and academic self-efficacy.We have carried out three studies.First,we analyze the relationship between learning flow experience and dispositional achievement goal orientation(Experiment 1),then we analyze the relationship between learning flow experience and situational achievement goal orientation(Experiment 2).On this basis,the interaction between the dispositional and situational is compared(Experiment 3).Experiment 1 analyzes the relationship between the learning flow experience and the dispositional achievement goal orientation,and the mediating role of the academic self-efficacy.221 college students were selected as subjects,use the questionnaire survey,the correlation analysis and the regression analysis.The results show that the different kind of dispositional achievement goal orientation has different influence on learning flow experience,the dispositional mastery goal orientation and performance approach goal orientation can predict learning flow experience positively,the performance avoidance goal orientation can predict learning flow experience negatively,and the academic self-efficacy plays an mediating role in the relationship between the dispositional achievement goal orientation and the learning flow experience.Experiment 2 explores the relationship between the learning flow experience and the situational achievement goal orientation,and the mediating role of academic self-efficacy.90 college students were selected as subjects,use the instruction to induce different situational achievement goal orientations,employ the variance analysis and the regression analysis.The results show that the different kind of situational achievement goal orientation has different influence on learning flow experience,the situational mastery goal orientation,performance approach goal orientation and academic self-efficacy are positively related to learning flow experience,the situational performance avoidance goal orientation and the learning flow experience are significantly negatively correlated,the mediating role of academic self-efficacy does not exist,and the accuracy of whom has situational mastery goal orientation is significantly higher than that of situational performance approach goal and performance avoidance goal orientation.On the basis of the above experiments,experiment 3 separates the dispositional and the situational achievement goal orientation,and explores the interaction between the two.First,129 college students are divided into three dispositional achievement goal orientations,and then randomly assigned to three situational achievement goal orientations,all the subjects are asked to read 10 homogeneous passages that explained the psychological effects,and then answer a multiple choice question.Reading time and scores were recorded for analyzing their actual achievement goal orientation.The results show that the actual achievement goal orientation is consistent with the situational achievement goal orientation,no matter what the dispositional achievement goal orientation subjects have.In conclusion,this study uses questionnaire and experimental method to demonstrate the influence of achievement goal orientation and academic self-efficacy on learning flow experience and significance of learning through three experiments.This study shows that the impact of different achievement goal orientations on learning flow experience is different,the mastery goal orientation,performance approach goal orientation and academic self-efficacy are significantly positively related to learning flow experience,the performance avoidance goal orientation and learning flow experience is significantly negatively related,the accuracy and the score of learning flow experience of whom has mastery goal orientation is significantly higher than that of performance approach goal and performance avoidance goal orientation,and the actual goal orientation of the individual will be same with the goal orientation that the situational clue emphasizes.Therefore,in educational practice,in order to promote students to a better academic quality,teachers should focus on guiding students to generate appropriate achievement goal orientation and to promote the emergence of learning flow experience.