A Study On The Relationship Among Junior Middle School Students’ English Learning Motivation,Self-Monitoring And Academic Achievement

In junior high school stage,English academic performance directly affects the overall academic performance evaluation of students.Therefore,how to improve the English academic performance of junior high school students is the focus of attention of the majority of educators.In recent years,psychologists have continuously explored various psychological factors that affect academic performance.Among these many psychological factors,self-monitoring and learning motivation are more important influencing factors,and they are getting more and more attention from researchers.In the research on the relationship between learning motivation and academic performance,there have been many valuable results,but there are few researches that combine the correlation between junior high school students’ English learning motivation,self-monitoring and academic performance.This research aims to understand the current situation of junior high school students’ English learning motivation,self-monitoring and English academic performance,and to explore the correlation between the three.It is hoped that through relevant research on the influence of self-monitoring and learning motivation on academic performance,it will play an effective role in promoting the improvement of junior high school students’ English academic performance.This study uses the "English Learning Motivation Questionnaire for Junior High School Students" and "Learning Self-Monitoring Questionnaire" to test a total of 889 students in three grades at XX Middle School,Xiaolan Town,Zhongshan City,Guangdong Province.At the same time,the latest English final exam results are collected.Use SPSS21.0 software to perform statistical analysis on the data,and the results are shown as follows:1.Junior high school students are highly motivated in English learning,with the highest intrinsic motivation and the lowest motivation intensity.2.The self-monitoring level of junior high school students is relatively high,among which the preparatory score is the highest and the summary score is the lowest.3.There are big differences in English academic performance among junior high school students.The academic performance of the first grade is the highest,followed by the third grade,and the lowest grade of the second grade.The score distribution is uneven,and the polarization is more serious.4.There are obvious differences in demographic variables such as gender,grade,only child status and source structure.5.In the demographic variables of gender,age,grade,whether the only child or not,and the structure of the source of students,self-monitoring has obvious differences.6.The English academic performance of junior high school students is significantly positively correlated with learning motivation and self-monitoring.According to the research results,this study suggests that students’ English academic performance can be improved from the following aspects.Teachers should stimulate students’ interest,change teaching methods and other aspects to improve students’ English learning motivation.Reflect students’ dominant position,give students appropriate learning space,cultivate students’ real self-monitoring ability.Improve teachers’ mental health education skills,strengthen the teaching of English It is suggested that family should play an important role in students’ English learning and establish the education mode of family school joint training.