Chapter One Introduction
1.1 Research background
This section presents research background from three perspectives,including therequirements of English Curriculum Standards for Compulsory Education,developmentof positive psychology,and importance of learning motivation and academic buoyancy inEnglish learning.
1.1.1 Requirements of the National English Curriculum Standards for CompulsoryEducation
New requirements have been put forward for junior high school English educationwith the promulgation of the National English Curriculum Standards for CompulsoryEducation(2022 Edition)(hereinafter referred to as the Curriculum).English teachingshould manifest the teaching principle of student-centered,respect the individualdifferences and learning characteristics of students,and attach importance to the effect ofpsychological factors on English learning,so as to promote students’comprehensive,healthy and individual development,especially psychological development.
The curriculum explicitly suggests that emotional attitudes are an integral part oflanguage learning,and are one of the five dimensions of integrated language competence.Keeping a positive learning attitude including great interest,high motivation and strongwill is the key to success in English learning.Therefore,teachers should motivate andintensify students’learning interest,guide students to gradually transform their interestinto a stable motivation,so that students can enhance their self-confidence,train theirability to overcome academic setbacks,thereby developing a harmonious and healthycharacter.
1.2 Research purpose
This study serves three purposes.Firstly,the study is designed to investigate theoverall level of academic buoyancy and learning motivation of junior high school studentsin different genders and different English levels.Secondly,the study is designed to revealthe complex relationships among academic buoyancy,learning motivation and Englishachievement.Thirdly,the data analyses are to explore whether there is the mediating effectof academic buoyancy between learning motivation and English achievement.
The study focuses on the level of academic buoyancy and learning motivation,andthe complex relationships between the two variables and English achievement,attemptingto provide some theoretical and empirical support for English teaching.As a consequence,the findings of the study have not only theoretical significance,but also practicalsignificance.
Chapter Two Literature Review
2.1 Positive psychology
In order to better understand the thesis,this section presents an overview of thetheory of PP.Firstly,the definition of PP is introduced.And then its development is sortedout.Finally,the studies on the application of PP to SLA are summarized.
2.1.1 Definition of positive psychology
Positive psychology,as a branch of psychology,was defined by many foreignscholars.This part is devoted to a discussion of the definitions which have been discussedby many scholars.
Seligman and Csikszentmihalyi(2000),first introduced the concept of PP.Theydefined that PP is to begin to catalyze a change in the focus of psychology from a mereconcern with fixing the negative and problematic things in life to developing positiveattributes that contribute to the flourishing of individuals,communities,and societies.
Seligman(2002,cited in Li Chencheng)further explained the definition of PP.Hethought that in contrast to the deficit orientation of traditional psychology,PP advocatesexploring deficits while more focusing on human strengths which can be developed tohelp human beings achieve success and self-realization.In other words,PP does not ignoreor deny the existence of problems,but considers positive qualities such as enjoyment,courage,happiness and optimism as key elements for human beings to achieve a better life.
2.2 Academic buoyancy
In this section,the definitions of academic buoyancy are firstly introduced,thenprevious studies related to academic buoyancy abroad and at home are reviewed.
2.2.1 Definition of academic buoyancy
Academic buoyancy originates from academic resilience which is typically definedas the capacity to overcome acute and chronic adversities that are seen as major assaultson the educational processes(Martin&Marsh,2009).In 2008,Martin and Marshproposed a hierarchical framework in which academic buoyancy is a necessary but notsufficient condition for academic resilience(Martin&Marsh,2008:55),suggesting thatresilient students would be first buoyant(Huang Yi,2020).Therefore,the concept ofacademic buoyancy was put forward by Martin&Marsh(2008a)to explain academicresilience in daily academic life.
Martin and Marsh(2008a)considered academic buoyancy as a construct reflectingeveryday academic resilience within a PP context.Academic buoyancy was defined asstudents’ability to successfully deal with academic setbacks and challenges associated Martin and Marsh(2008a)considered academic buoyancy as a construct reflectingeveryday academic resilience within a PP context.Academic buoyancy was defined asstudents’ability to successfully deal with academic setbacks and challenges associated.
Chapter Three Research Design ................................... 33
3.1 Research questions ..................................... 33
3.2 Research subjects ....................................... 33
3.3 Research instruments .......................................... 33
Chapter Four Results and Discussion ............................ 43
4.1 Results of academic buoyancy of junior high school students ........ 43
4.1.1 Overall level of academic buoyancy of junior high school students .................................... 43
4.1.2 Differences in academic buoyancy of students with different genders .................... 44
Chapter Five Conclusions ............................ 75
5.1 Major findings .......................................... 75
5.2 Implications ................................... 76
Chapter Four Results and Discussion
4.1 Results of academic buoyancy of junior high school students
This section first talks about the overall level of academic buoyancy among juniorhigh school students,then illustrates the differences of academic buoyancy amongstudents with different genders and different English levels.
4.1.1 Overall level of academic buoyancy of junior high school students
As mentioned in chapter three,the questionnaire is scored on a five-point Likert scale.In accordance with Oxford and Burry-Stock’s(1995)guidelines for the division of thefive-point Likert scales,within 0-2.4 are considered as low level,2.5-3.4 are considered asmoderate level and 3.5-5 are considered as high level.The present study draws on thiscriterion to analyze the mean values of academic buoyancy.The mean score of academicbuoyancy below 2.4 indicates a low level.The mean score of academic buoyancy between2.5 and 3.4 reveals a medium level.The mean score of academic buoyancy above 3.4signifies a high level.Accordingly,students’academic buoyancy scores are analyzed．
Descriptive statistics analysis is conducted to obtain a comprehensive view ofstudents’academic buoyancy in English learning.The results are displayed in Table 4.1.
Chapter Five Conclusions
5.1 Major findings
Based on the results of questionnaires and interview,this study revealed thecharacteristics of junior high school students’English motivation,academic buoyancy,andthe correlations among learning motivation,academic buoyancy and English achievement.The main findings of the study are summarized as follows.
Firstly,descriptive statistics and independent sample t-test analyzed the overall leveland the differences in the level of students’academic buoyancy.The overall level of juniorhigh school students’academic buoyancy is at a relatively high level.There aredifferences in the level of academic buoyancy between different groups of students.Thereis a significant gender difference in academic buoyancy among junior high school students.And the level of male students in academic buoyancy is higher than that of femalestudents.Significant difference is also found in academic buoyancy of students betweenhigh-level group and low-level group.And the academic buoyancy of students inhigh-level group is higher than that of students in low-level group.
Secondly,descriptive statistics and independent sample t-test analyzed the overalllevel,the level at the four dimensions,and the differences in the level of students’learningmotivation.The overall level of junior high school students’learning motivation is at ahigh level.The level of four dimensions of learning motivation is high.Among them,themean value of students’learning behavior is the highest.The mean value of learningattitude is the lowest.The mean values of learning objective and learning desire are inbetween.There are differences in the level of learning motivation between differentgroups of students.There are significant gender differences in junior high school students’overall learning motivation and its three dimensions of learning objectives,learning behaviors and learning desires.And the level of female student in learning motivation andits three dimensions is higher than that of male students.There is no significant genderdifference in the dimensions of learning attitudes.And junior high school students underhigh-and-low-level groups differed significantly in their overall learning motivation andits four dimensions.Students in high-level group have higher levels of learning motivationand its four dimensions than students in low-level group.