A Study On The Relationships Among English Learning Motivation,Academic Buoyancy And English Learning Achievement Of Minority Junior Middle School Students

Under the bilingual or multilingual background,ethnic minority students‘language learning is characterized by linguistic diversity.However,for a long time,ethnic minorities had many difficulties in learning a third language.In such a learning dilemma,the exploration and development of students positive psychological factors can promote effective teaching and efficient output.This study focuses on the relationships among motivation,academic buoyancy and academic achievement of junior middle school students of ethnic minorities in trilingual environment.This study takes the Bai and the Yi junior high school students in Xiangyun County,Dali Bai Autonomous Prefecture as an example,and aims to answer the following research questions:First,what is the current situation of English learning motivation and academic buoyancy of the Bai and the Yi junior high school students?Second,what are the relationships among English learning motivation,academic buoyancy and academic achievement of the Bai and the Yi junior high school students?Does motivation mediate the relationship between academic buoyancy and academic achievement? If so,how is it mediated?This study mainly focuses on the students from Hedian Middle School,Dongshan Middle School and Pupeng Middle School in Xiangyun County,and explores the relationships in ethnic minority areas by means of questionnaire survey and semi-structured interview,so as to pay attention to students‘ positive psychological factors and maximize the cultivation of minority students‘ English abilities.For the first question: First,students‘ English learning motivation and academic buoyancy are at a low level.Students‘ personal development motivation is the strongest,followed by academic achievement motivation,and learning situation motivation is the lowest.Bai students‘ learning motivation and academic buoyancy are significantly higher than those of Yi students.Secondly,the motivation types of ethnic minority students are quite extensive.The same student may have multiple motivations in English learning,and different types of motivations are interrelated and nonlinear.For the second question: First,the learning motivation and academic buoyancy of ethnic minority students are significantly positively related to their achievements.Academic buoyancy has the greatest positive impact on students with average grades,but has little positive impact on students with excellent and poor grades.Secondly,the English learning motivation of ethnic minority junior middle school students plays a mediating role between academic buoyancy and English achievement.Media information motivation,academic achievement motivation and intrinsic interest motivation have mediating effects on the relationship between academic buoyancy and academic achievement.Among the three mediating effects,the mediating effect of intrinsic interest motivation is the biggest,and the indirect effect of the three English learning motivations on the relationship between academic buoyancy and academic achievement accounts for more than half of the total effect.The additional findings of this study are: Ethnic minority students have their own strategies to maintain and develop English learning motivation and academic buoyancy.In terms of English learning motivation,they maintain and enhance their learning motivation through the mechanism of motivation transformation.In the process of learning,students‘ motivation is constantly changing,and the conversion paths among motivations are interrelated and diverse.For academic buoyancy,ethnic minority students rely on self-reflection to encourage themselves to strengthen their academic buoyancy;On the other hand,they seek help and support from teachers,classmates and parents to cultivate their ability to face setbacks and challenges.Based on literature review and empirical research,this study explores the relationships among English learning motivation,academic buoyancy and academic achievement of junior middle school students of ethnic minorities,enriches the interpretation perspective of development of learning motivation and academic buoyancy,and provides reference for education policy formulation in areas where ethnic minorities gather.