The Influence Of Different Effort-Ability Relationship Beliefs And Praise Ways On Middle School Students’ Internal Motivation

Objective:(1)Investigate the implicit attitude and explicit attitude of middle school students on the belief of effort-ability relationship;(2)Use behavioral technology and ERP technology to explore the motivational orientation of middle school students with different efforts-ability relationship beliefs.Methods:(1)Study One selected 134 middle school students to use the single factor internal experimental design to explore the implicit attitude and explicit attitude of middle school students on the belief-ability relationship belief.(2)Study 2 selects 120 middle school students to adopt 2(effort-ability relationship belief: positive rules,inverse rules)× 2(praise type: ability praise,effort praise)inter-test experimental design to explore the motivational orientation of junior high school students with different efforts-ability relationship beliefs after receiving praise,the dependent variable is internal motivation(self-evaluation,persistence,interest),using questionnaires.(3)Study 3 selects 42 middle school students to use 2(effort-ability relationship belief: positive rules,reverse rules)× 2(praise type:ability praise,effort praise)mixed experiment design to explore the motivational orientation of junior high school students with different efforts-ability relationship beliefs after receiving praise,the dependent variable is the EEG indicator.Results:(1)The results of the study 1 showed that the results of the explicit and implicit attitudes of the middle school students’ beliefs on the effort-ability relationship were consistent: most middle school students supported positive rules.(2)Compared with the middle school students with positive rules receive the ability praise,the middle school students who receive the effort praise have higher self-evaluation,persistence and internal motivation;Compared with the middle school students with inverse rules receive the effort praise,the middle school students who receive the ability praise have higher self-evaluation,persistence and internal motivation.(3)The results of the study three show that there is nosignificant difference between the N2 and P300 volatility induced by the middle school students with positive rules after receiving effort praise and ability praise;the N2 induced by the middle school students with reverse rules after receiving effort praise and ability praise There is no significant difference in the P300 volatility..Conclusions:(1)Most middle school students support the positive rules of effort-ability relationship beliefs,both in explicit attitudes and implicit attitudes.(2)From the behavioral level,after the middle school students with positive rule receive the effort praise,the internal motivation is higher;after the middle school students with the inverse rule receive the ability praise,the internal motivation is higher.(3)From the neurological level,there is no significant difference between the N2 and P300 volatility induced by the middle school students with positive rules after receiving effort praise and ability praise;there is no significant difference between the N2 and P300 volatility induced by the middle school students with inverse rules after receiving effort praise and ability praise;...