Learning Motivation,Learning Strategy and Acquiring Knowledge

Objective: To investigate the relationship of learning motivation, learning strategy and acquiring knowledge.Methods:The R/K judgments in the recognition memory test were used in 157 middle school students to measure the status of acquiring knowledge. Subjects completed the scale of learning processes. Results:Shallow motivation, achievement motivation, deep strategy and achievement strategy had no significant influence on acquiring knowledge on the initially learning stage. Deep motivation and shallow strategy worked on learning. Students with high deep motivation knew more for Physics and remembered more for Chinese, but those with low deep motivation had the consistent speed of acquiring knowledge of Physics and Chinese. Students with high shallow strategy had more remember responses for Physics and Chinese.Conclusion:Deep motivation and shallow strategy facilitate the grasp of knowledge of Chinese and Physics. On the initially learning stage, higher deep motivation fasten the grasp of the semantic knowledge for Physics and the episodic knowledge for Chinese, and higher shallow strategy facilitate the grasp of both the episodic knowledge for Physics and Chinese.