A Study On The Relationship Of Achievement Motivation,Attribution Style And English Achievement In Junior Middle School Students

In recent years,after the reform of high school entrance examination in the author’s province,the English subject occupies a large proportion in the total score of the examination.However,with the expansion of the city,a large number of relocatees came into being,and most of their children’s English were very poor.In this study,we need to analyzed the relationship between achievement motivation,attribution style and English scores of junior middle school students in urban extension area and to know their characteristics of achievement motivation and attribution style.According to the research results,this study provide English teachers some strategies to improve the student’s English performance.In this study,questionnaires and interviews were used to investigate the students’achievement motivation,academic achievement attribution and English scores.Taking 667 students from three junior middle school in urban extension area as the participants and Using the statistical tools of SPSS with the data collected,the results are as follows:1.In the junior middle school students surveyed,the success motivation level is higher than avoid failure motive and the general level of achievement motivation is good.Students’ achievement motivation have no significant difference in gender,ethnicity,parents’ education,or whether he or she is relocates.The achievement motivation of students from urban is significantly higher than those from rural.There are significant difference between Grade 1 and Grade 2 students in pursue success motive and avoid failure motive.2.Junior middle students’ scored of "effort" is the highest,followed by "ability","luck" and "background".Academic attribution has no significant difference in urban or rural,gender,nationality,and educational background of parents.The differences of"effort","background" and "luck" are obvious in grade.First grader students are more likely to attribute academic success to "effort," while second grader students are more likely to attribute it to "background" and "luck." Students whose parents are relocatees are more likely to attribute their academic achievements to their "background".3.Junior middle school students’ achievement motivation is positively correlated with their English performance.There is a significant correlation between junior middle school students’ attribution style and English achievement,that is,the students who attributed academic success to "effort",and "ability" will get better English achievement.While,those who attributed academic success to "background" or "luck",they will get lower English achievement.Junior middle school students with high achievement motivation are more likely to attribute their success to "hard work" than students with low achievement motivation."Effort" attribution plays a mediating role between achievement motivation and academic achievement.4.Students whose parents are relocates have lower English score.There is no difference in the correlation between attribution style and English achievement on whether the students were relocatees or not.