The purposes of this study were to explore whether the effecst of goal levels, feedback information on junior high school students’ performance of mathematic task and learning motivation were moderated by locus of control. For the purposes of this study, two trial-outs and three experiments were administrated. Subjects were sampled and assigned randomly to four experimental groups: specific and difficult goal/feedback information, specific and difficult goal/no feedback information, ambiguous goal/feedback information, ambiguous goal /no feedback information. To verify the hypotheses of this study, collected data were analyzed by a three-way ANCOVA and a four-way mixed design ANOVA.
Results showed that there was a significant three-way interaction among goal levels, feedback information and locus of control. Moreover, for learning motivation:(a)a three-way interaction among feedback information, locus of control and measuring stages on task value was significant, (b)a two-way interaction between goal levels and locus of control on self-efficacy was significant, (c)a four-way interaction among goal levels, feedback information, locus of control and measuring stages on expectancy for success was significant, (d)a two-way interaction between goal levels and locus of control on positive affect was significant, (e)a three-way interaction among goal levels, locus of control and measuring stages on negative affect was significant. There was a significant three-way interaction among feedback information, locus of control and measuring stages on negative affect. Finally, the research discussed how to apply the results in classroom teaching practice and provided suggestions for future research.
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High School Student’s Locus of Control
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