A Study On The Influence Of Junior High School Students’ Classroom Learning Behaviors On Academic Performance

The classroom is an important place for students to learn,and whether students’ learning can achieve good results depends largely on their behavioral performance in the classroom.As junior high school is an important stage of students’ learning career,studying how junior high school students’ academic performance is affected by classroom learning behaviors is helpful to understand the state of students’ classroom learning behaviors and to improve them in response to their problems,which can lay the foundation for subsequent learning.Most of the current studies on students’ learning behaviors have favored statistical methods such as regression,structural equation modeling,or qualitative methods such as observation and case studies.Statistical methods tend to consider the net effect of variables independently of each other,with little research on the joint effect of variables leading to outcomes,while qualitative methods yield results that lack a certain degree of generalizability.Therefore,this study used a qualitative comparative analysis(QCA),which brings together the advantages of qualitative and quantitative methods,to analyze the characteristics of classroom learning behaviors of high and low academic performance students,respectively,from a group perspective.This study seeks to explore three main questions.Firstly,through the data of students ’ classroom learning behavior,we explore whether each learning behavior in the classroom has an impact on students ’ academic performance.secondly,what kind of classroom learning behavior do students with high academic performance and students with low academic performance show? Which classroom learning behavior is the core factor affecting students ’ academic performance.Finally,what kind of teaching should teachers take to improve the current problems.Based on the identified research questions,we analyzed the literature and combined relevant learning theories and existing research to identify the types of classroom learning behaviors of middle school students,including observational,operant,other-controlled,autonomous,individual,collaborative,motivational,and innovative learning behaviors.Student self-report questionnaires were used to collect data on middle school students’ classroom learning behaviors.The determined classroom learning behaviors were used as condition variables and student academic achievement as outcome variables,and fuzzy set qualitative comparative analysis was conducted using fsqca 3.0 software.There are three configurations of high academic performance,which can be classified into two categories: autonomous and independent learners and innovative learners.There are three configurations of high academic performance,which can be classified into three categories: free,controlled and ambivalent learners.It was also found that motivated learning behavior is the core factor affecting students’ academic performance.Finally,based on the results,three teaching improvement suggestions were made.Firstly,diversified learning paths require students to have learning decision-making ability and adjust classroom learning independently to achieve good learning results.Secondly,focus on students ’ motivational learning behavior,and build a classroom with the core purpose of increasing motivational learning behavior.Thirdly,design classroom teaching for students ’ deep learning ability,so that students can fully participate in it and have the learning ability for the future society.Meanwhile,the research method used in this study also provide reference for its wide application in the field of educational research in the future.