The Relationship Between Achievement Goal Orientation And Learning Engagement Of Rural Left-Behind Junior Middle School Students:The Mediating Role Of Academic Self-efficacy And Learning Self-Control And Its Educational Implications

With the emergence of rural left-behind junior middle school students,their academic problems have gradually attracted extensive attention from the society,and as a new field of positive psychology research,learning engagement has gradually entered the field of vision of scholars.So,what is their learning engagement among the rural left behind junior middle school students? What are the factors that affect learning engagement? What is the impact mechanism?This study took rural left-behind junior middle school students as the research object,and included academic self-efficacy and learning self-control into the mechanism of achievement goal orientation on learning engagement,in order to provide feasible suggestions for the future learning and education of rural left-behind junior middle school students.A total of 1315 students from 679 rural left-behind junior middle school students and636 rural non-left-behind junior middle school students were surveyed by using the questionnaire of "Four division on goal Orientation Scale","Learning Engagement Scale","Academic self-efficacy Questionnaire" and "Junior Middle School Students’ Learning self-control Power Table".This paper analyzed the characteristics of achievement goal orientation,learning engagement,academic self-efficacy and learning self-control of rural left-behind junior middle school students,and discussed the mediating effect of academic self-efficacy and learning self-control on achievement goal orientation and learning engagement.The conclusions are as follows:First,the achievement avoidance goal orientation level of rural left-behind junior middle school students was significantly higher than that of rural non-left-behind junior middle school students,and the level of learning engagement,academic self-efficacy and learning self-control was significantly lower than that of rural non-left-behind junior middle school students.Second,the left-behind girls were better than the left-behind boys in terms of achievement goal orientation,learning engagement,academic self-efficacy and learning self-control,and the left-behind students in grade one were higher than those in grade two.Third,the mastery approach,mastery avoidance and achievement approach goal orientation were positively correlated with learning engagement,academic self-efficacy and learning self-control,while the achievement avoidance goal orientation was negatively correlated with learning engagement,academic self-efficacy and learning self-control.Fourth,rural left-behind junior middle school students’ academic self-efficacy and learning self-control had a chain mediating effect between achievement goal orientation and learning engagement,and played a partial mediating role between mastery approach,achievement approach,mastery avoidance goal orientation and learning engagement,played a complete mediating role between achievement avoidance goal orientation and learning engagement.Based on the above research conclusions,the following educational implications are proposed:First,pay attention to cultivating the positive mastery goal of left-behind junior middle school students,avoid the formation of negative achievement goal of left-behind junior middle school students;Secondly,good use of encouragement and example demonstration strategies to cultivate left-behind junior middle school students’ belief in academic self-efficacy;Third,pay attention to daily self-control behavior training,improve the left-behind junior middle school students’ ability to learn self-control.