The Status Quo And Countermeasures Of Junior Middle School Students' Achievements In Geography Learning Achievements

Achievement motivation is the motivation for individuals to pursue valuable work that they consider important and achieve perfection,that is,a motivation that requires high standards to strive for success in their activities.Numerous studies at home and abroad have shown that high achievement motivation Students are often more motivated to learn,and can encourage them to move forward,overcome difficulties,and eventually achieve good results.Therefore,the achievement motivation theory has a positive impact on the formulation of geography teaching strategies,which can improve the efficiency of geography classrooms and enhance students' self-confidence in learning geography.In this paper,a total of 512 students from four middle schools in Yantai City were surveyed.The questionnaire survey was used to study the status and influencing factors of junior high school students' geographical learning achievement motivation.In order to avoid failure scores,the junior middle school students 'motivation level of geography learning achievement needs to be improved.In terms of self-efficacy and achievement goals,most students have a certain degree of self-confidence in geography learning,but lack of learning initiative.At the same time,students lack a correct understanding of geography test scores.In terms of attribution methods,some students are able to actively attribute attribution to the success or failure of geographic detection,but there are still a large number of students who attribute the success or failure to external factors such as subject difficulty,luck,etc.In terms of academic emotions,students have a strong interest in geography,but a lot of negative emotions will still be generated during the learning process.The main reason is that they cannot understand the geography knowledge explained by the teacher.Based on the status quo analysis,multiple regression analysis of the scale survey data was carried out to establish a path model that influenced the junior high school students 'motivation for geographic learning achievements.The results show that: mastering goals,self-efficacy,and negative emotions can form a direct influence on achievement motivation Path;achievement goals and negative attributions need to use negative emotions as intermediary variables to indirectly affect junior high school students 'motivation for geographic learning achievements;positive attribution and positive emotions need to use self-efficacy as mediating variables to indirectly affect junior high school students' geographic learning motivation.According to the path model,it can be concluded that self-efficacy,attribution methods,achievement goals,and academic emotions can all form a direct or indirect path that affects the junior high school students 'motivation for geographic learning achievements.Sense,academic emotions and other aspects put forward training strategies to enhance the motivation level of junior high school students' geographic learning achievements,and take the problems obtained by the analysis of the status quo as the focus of the training strategy implementation.In order to provide help for geography teaching in junior middle school,improve students' motivation level of geography learning achievement,and improve the efficiency of geography teaching in junior middle school.