The Influence Of Metacognition, Achievement Motivation, Achievement Attribution On Academic Achievement And Metacognitive Intervention In Junior High School Students

As the cognition of cognition, meta-cognition is a super mental-skill. It emphasizes onself-awareness and self-control to the cognitive activity. Rooted in the teaching field, the theoryof meta-cognition is guiding and servicing the teaching, and becomes education students"learning to learn" theoretical basis."Learning to learn" is the question solved bymeta-cognition, but what other needed in the study is "I want to learn", and this is belongs to theachievement motivation. As an achievement, the marks in the study were sought explanationsunconsciously by the student. Therefore, the learning process is not only related to the problemof meta-cognitive, achievement motive problems involving the achievement attribution problem.This study is to straight out the relationships among meta-cognition, achievement motivation,achievement attribution and learning achievement by building structural model; study the impacton achievement motivation, achievement attribution and learning achievement by trainingmeta-cognition; to providing the theoretic basis and a new respect for arising students' learningachievement.The first study includes305middle school students based on the questionnaire method. Theconclusions are obtained as follow:(1) In junior high school students' meta-cognition,meta-cognitive skills, overall meta-cognitive significant gender differences. There is markedinteraction in meta-cognition experience among gender and grade factors.(2) grade effect issignificant only in meta-cognition skill.(3) meta-cognition, achievement motivation andachievement attribution are significantly correlated with Chinese?Math and English of middleschool students.(4) The analysis of path model shows that: meta-cognition influences theperformance of Chinese?Math and English directly?motivation for success, motivation foravoiding failure, situational attribution influences the performance of Chinese?Math and Englishby meta-cognition indirectly; effort attribution influences meta-cognition by motivation forsuccess indirectly; lucky attribution, situational attribution, ability attribution influencesmeta-cognition by motivation for avoiding failure indirectly.(5) The analysis of path model alsoshows that: Ability to direct influence on the attribution math grades; Efforts to influence directlythe attribution of Chinese, English record; Ability is affected by the attribution of meta-cognitiveindirect effect on English.In the second study, Class which is considered as the research one have meta-cognitiontraining and the comparable one have no training, the conclusions are as follows:(1)meta-cognition training can improve the meta-cognition skill,maintain the meta-cognitionexperience, raise the level the whole meta-cognition.(2) meta-cognition training can improve theperformance of Chinese, but no significant effect on the performance of Math and English.(3) the improving of meta-cognition have not big influence on achievement attribution, achievementattribution and meta-cognition are mutually independent.This research is helpful to get known the meta-cognition situation of middle school students,provide model explanation for the methods to improve the learning achievement throughmeta-cognition, achievement motivation and achievement attribution, and also provide referencefor meta-cognition training.