Abstract
Achievement goals and several important factors related to learning behavior, including learning strategy, test anxiety, and mathematics achievement, were discussed in the present research. By sampling 1,332 junior high school students in Taiwan, and by adopting structure equation model, the relationships among achievement goals and learning behavior were explored and verified. The model proposed about achievement goals and learning behavior can fit the data collected. The present research shows that the variance of math achievement could be explained 4% or so by test anxiety. But the effect from learning strategy on math seems not so much great as it was declared then. Further, the verification of negative feedback loop between test anxiety and learning strategy makes interference hypotheses and deficit hypothesis of text anxiety coexist, but it seems to support interference hypothesis much more. Besides, the effects of mastery-approach achievement goal and performance-approach achievement goal on math were also discussed in detail. It deserved to note that the feedback loop of the model provided a way to study the dynamic process of self-regulated learning. Finally, the present research offered some precious suggestions for future studies and practice on education.
| Keywords: | achievement goal; learning strategy; test anxiety; math achievement; structure equation model |
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