The Relationship Between Motivational Regulation Style And Academic Performance Of Primary And Secondary School Student

There is no doubt about the importance of motivation in education.Academic motivation is an important and lasting factor for students’ academic engagement and achievement.Previous studies on learning motivation usually used dichotomy to divide it into internal motivation and external motivation.Self-determination theory broke through the limitations of previous views and divides motivation into a series of motivation regulation types from the perspective of motivation internalization.Currently,most studies based on self-determination theory are carried out in the context of western culture.However,there are still disputes about the cultural universality and specificity of the role of motivation regulation in the context of Chinese culture.In addition,most of the existing studies were based on the variable-centered perspective.In fact,individuals have multiple motivations at the same time.Based on the above research deficiencies,this study intends to investigate the relationship between motivation regulation and primary and secondary school students’ academic achievement from the perspective of variable center and individual center under the background of Chinese culture,and further explore the influence mechanism.This study adopts the method of questionnaire survey,and selects primary school(Grade 5 and 6)and junior middle school students as the survey objects.Academic Autonomy Regulation Scale,Parental Academic Stress Scale,Parental Academic Involvement Scale,Academic Engagement Scale,and Academic Achievement Rating Scale were used to measure the level of motivational regulation style,the level of parental academic stress,the level of parental academic involvement,the level of academic engagement,and the level of academic achievement,and the SPSS22.0 and Mplus8.3 software were used for statistical analysis.The main findings and conclusions of the study are as follows:(1)The results of the variable-centered found that there was no significant gender differences in the way of motivation regulation of primary and middle school students.Except for internal regulation,there were significant differences in internal motivation,identity regulation and external motivation between urban and rural areas and school segments.The individual-centered results found that the learning motivation of primary and middle school students can be divided into three potential categories:medium motivation unit,high internal motivation-low external motivation unit and low internal motivation-high external motivation unit.The population distribution of motivation types was not affected by gender,but by urban and rural areas and school segments.(2)The results of variable center showed that internal motivation,identity regulation and internal regulation significantly positively predicted academic achievement,and external motivation significantly negatively predicted academic achievement.The individual-centered results show that high internal motivation-low external motivation unit produces the highest level of academic achievement,medium motivation unit produces the medium level of academic achievement,and low internal motivation-high external motivation unit produces the lowest level of academic achievement.The results showed that in the context of Chinese culture,the functions of internal motivation,identity regulation and external motivation have cultural universality,and the functions of internal regulation have cultural specificity.(3)Academic engagement played a mediating role in the relationship between motivation regulation and academic achievement.Specifically,academic engagement played a partial intermediary role in the relationship between internal motivation,identity regulation,internalization regulation and academic achievement,and a complete intermediary role in the relationship between external motivation and academic achievement.(4)Motivation regulation was moderated by parents’ academic pressure and parents’academic participation.There was a significant moderating effect of parental adjustment on academic adjustment and academic engagement.Specifically,the role of intervention regulation in academic input was reflected only in the environment where parents have higher academic pressure.Parents’ academic participation has a significant moderating effect on the relationship between internal motivation,identity adjustment,external motivation and academic engagement.Specifically,a high level of parental involvement can destroy the positive influence of internal motivation and identity adjustment on academic engagement.The high level of parental academic participation can buffer the negative impact of external motivation on academic engagement.The results show that parental behavior has different effects on the relationship between different motivation regulation methods and academic engagement.