Study On The Relationship And Intervention Of Adolesent Achievement Goal Orientation,Optimistic Explanatory Style And Learning Engagement

Learning is the focus of young people’s life,which is not only the process of mastering knowledge,but also the process of showing personal ability through grades and rankings,which affects the status of individuals in the minds of classmates and teachers.Students’ interpretation of life and learning events will also affect their later learning engagement.Previous studies have shown that optimistic explanatory style is significantly correlated with learning engagement,and achievement goal orientation is significantly correlated with learning engagement.This study further analyzed the relationship among optimistic interpretation style,achievement goal orientation and learning engagement,and improved students’ learning engagement through group psychological counseling with optimistic interpretation style.In the first study,845 students from a township junior high school in Hubei Province were surveyed by using the "four-point goal Orientation Scale","Children’s Explanatory Style Scale" and "Learning Engagement Scale" to analyze the relationship between achievement goal orientation,optimistic explanatory style and learning engagement.The results show that:(1)Achievement goal orientation is significantly positively correlated with learning engagement,and optimistic explanatory style is significantly positively correlated with learning engagement.(2)Optimistic explanatory style plays a partial mediating role between achievement goal and learning engagement.Achievement approaching goal positively predicts optimistic interpretation style,optimistic interpretation style positively predicts learning investment,achievement approaching goal positively predicts learning investment.(3)The optimistic interpretation style partially mediates the achievement avoidance goal and learning engagement.Achievement avoidance goals significantly negatively predicted optimistic interpretation style,achievement avoidance goals significantly negatively predicted learning engagement,and optimistic interpretation style significantly positively predicted learning engagement.(4)There was no significant gender difference in achievement goal orientation and learning engagement,but there was a significant gender difference in optimistic explanatory style.The average score of girls’ optimistic explanatory style was higher than that of boys.(5)There are no significant differences in achievement goal orientation and learning engagement among different grades,but there are significant differences in optimistic interpretation style among different grades.The optimistic interpretation style of students in grade two is much higher than that of students in grade one.(6)Junior high school students generally have a low degree of learning engagement.Among the four dimensions of achievement goal orientation,mastery avoidance goal is the highest,followed by achievement approach goal and mastery approach goal,and achievement avoidance goal is the lowest.Optimistic explanatory style plays a partial mediating role on achievement avoidance goal and learning engagement.Achievement avoidance goals significantly negatively predicted optimistic explanatory style,achievement avoidance goals significantly negatively predicted learning engagement,and optimistic explanatory style significantly positively predicted learning engagement.In study 2,based on the results of study 1,20 students with low scores in children’s explanatory style were selected and recruited for group psychological counseling,and randomly divided into experimental group(10 students)and control group(10 students).10 students in the experimental group received optimistic explanatory style intervention,while no relevant treatment was done in the control group.To investigate the effect of the change of children’s explanatory style from pessimism to optimism on the intervention of learning engagement,the results showed that after intervention,the optimistic explanatory style of children in the experimental group was significantly improved,while the learning engagement was improved but not significantly.Group psychological guidance had a certain effect on the intervention of optimistic explanatory style.