A Survey Of The Relationship Among Learning Motivation,Learning Strategy And Academic Achievements Of Middle School Students In Xinjiang

Students’ academic performance has always been a theoretical and practical issue that students,parents,schools,and society all pay attention to.From the ancient imperial examinations to the current college entrance examinations,academic achievement is an important indicator for the selection of talents in the society.It is an important basis for deciding whether a person can receive further education and what kind of education is accepted.There are many factors that influence students’ academic performance,learning motivation and learning strategies are one of the two most important factors.Since the 1990 s,both domestic and foreign scholars have carried out many studies on the motivation and learning strategies of middle school students,providing a lot of experience for later research and reaching meaningful conclusions.The main body of this paper consists of five parts.The first part is the introduction,which mainly introduces the research background,literature review,research methods and research significance.The second part mainly introduces the research methods,explains the preparation of the questionnaire,the source of the data,the means of acquisition and the analysis method.The third part mainly introduces the data processing,which focuses on the learning motivation scale,the project analysis of the learning strategy questionnaire,the reliability and validity analysis,and the processing and analysis of the data,and the clear results are obtained.The fourth part discusses the above data and data analysis results.The fifth part mainly explores on the basis of analysis and discussion,and puts forward corresponding countermeasures or suggestions on the application of the research results.According to the research results,the relationship between learning motivation,learning strategies and academic performance is as follows: First,through correlation analysis,we see that the correlation coefficient between the standard score and the total value of the motivation scale is 0.859;the standard score and the total value of the learning strategy The correlation coefficient is 0.790;the correlation coefficient between the total value of the motivation scale and the total value of the learning strategy is 0.735.Secondly,through regression analysis,we can see that the six predictive variables such as “deep motivation” can explain the 80.1% variation of the“standard score” criterion variable.Finally,through path analysis,we see that gender has little effect on learning motivation and learning strategies;only the“meta-cognitive strategy” does not reach the statistical level of “standard score”,and the other independent variables reach the dependent variable.Significant level.In view of the above research and analysis,this paper gives countermeasures and suggestions for the training of Xinjiang middle school students’ learning motivation and learning strategies from the teacher level and the school level for reference.