The Relations among Achievement Goal, Learning Engagement and English Learning Achievement of the Junior High School Students in Taichung City

• Main Authors: CHANG,CHIA-CHEN, 張家禎
• Other Authors: Lin Chi-Chau
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/2y34r5

碩士 === 東海大學 === 教育研究所 === 103 === The main purpose of the study was to examine the relationships among achievement goals, learning engagement, and English learning achievement of junior high school student in Taichung city, and analyzed the significant differences among achievement goals, learning engagement, and English learning achievement under different backgrounds. This study used questionnaires to investigate 666 seventh and eighth graders who studied in 103 academic year from Taichung city. The achievement goals scale and learning engagement scale were the research tools. The data were analyzed by descriptive statistics, Hotelling’ sT2, independent sample t-test, Pearson product-moment correlation, multiple regression, and hierarchical regression. The main results of the research were described as follows: 1. The junior high school students had the highest score on achievement goals of self-approach, and on learning engagement of behavioral engagement; and had an intermediate level on English learning achievement. 2. The junior high school students of different grades had significant differences on the achievement goals, learning engagement, and English learning achievement; seventh graders had better than eighth graders on all the variables. 3. The junior high school students of different gender had significant differences on the achievement goals, learning engagement, and English learning achievement; girls had better than boys on all the aspects except for the other-approach goal, the other- avoidance goal and the agentic engagement. 4. The achievement goals, learning engagement, and English learning achievement were positive related to each other. 5. The achievement goals and learning engagement can predict English learning achievement. The achievement goals can also predict learning engagement. 6.The learning engagement mediated the relation between achievement goals and English learning achievement. Based on the results of the research, we discussed the conclusions and proposed some suggestions for school teaching, educators and future research.