A Study On The Relationship Between Academic Task Engagement And Academic Achievement Of Junior High School Students Based On FNIRS Technology

Middle school is a period of rapid growth and change for individuals and a transitional period of life.During this period,students’ physical and psychological changes will be significant.At the same time,middle school students also have to face the pressure brought by the entrance examination,more attention should be paid to study.Students perform better academically when they are more engaged.Learning engagement is a kind of self-regulating learning strategy,focusing on academic tasks,positive and fulfilling mental and spiritual state reflected in the learning process.If the individual is not highly invested in the learning process,his ability to regulate attention and effort will be reduced,and the individual may lack the sense of identity to the school,leading to withdrawal of learning emotion.Especially in the aspect of emotional engagement,according to the theory of self-systematic processing and participation-identification model,it is inferred that when students are highly engaged in learning,their emotional experience will be more positive,which will stimulate their higher sense of self-efficacy,so as to obtain higher external evaluation and have a better academic performance.However,when students’ involvement is not high,emotional experience is negative,self-efficacy is low,external evaluation is poor,leading to poor grades.Different types of students are different in terms of learning engagement.In-depth research on the main influencing factors that affect individual behavior is the focus we should pay attention to when studying the influencing factors of different types of middle school students’ learning engagement.The purpose of this study is to make an in-depth analysis of students’ academic task engagement with the help of f NIRS,so as to better understand the performance of different types of students’ academic task engagement.In the first study explores the relationship between task engagement(cognitive,behavioral,emotional)and academic achievement.The study engagement questionnaire,Raven reasoning test and academic achievement compiled by wang et al.(2011)were used to test 90 excellent students and 70 students with academic difficulties in a middle school in Linyi.The results showed that academic task engagement(cognition,behavior and emotion)was significantly correlated with academic achievement.The academic task engagement(cognition,behavior,emotion)of poor students was significantly lower than that of superior students(cognition,behavior,emotion).In the second study,a mixed experimental design of 2(type of students: excellent students,students with academic difficulties)×2(type of tasks: academic tasks,non-academic tasks)was adopted,and f NIRS was used to investigate the differences of brain activation degree between poor students and excellent students in academic tasks.The results of behavioral data show that there is a significant difference in response time between superior students and poor students in academic tasks,and the time spent by superior students is longer than that of students with academic difficulties.There was no significant difference in response time between the two groups when performing non-academic tasks.The main effect of task type and classification was significant,but the interaction of task * classification was not significant.f NIRS data analysis:(1)When performing non-academic tasks,the activation degree of blood oxygen content in brain regions of vm PFC and OFC responsible for emotional engagement was significantly higher than that of academic tasks.(2)Compared with excellent students,the activation degree of blood oxygen content in d LPFC and vm PFC regions involved in cognitive and emotional involvement in academic tasks was higher in students with learning difficulties.(3)There was no significant difference in the activation degree of blood oxygen content in the brain regions of d LPFC,vm PFC and OFC involved in cognitive engagement and emotional engagement when performing non-academic tasks between superior students and poor students.To sum up,excellent students and students with academic difficulties have higher emotional involvement in non-academic tasks compared with academic tasks.The degree of cognitive involvement of students with academic difficulties is significantly higher than that of students with excellent academic performance.