A Relationship Study About Level Of Math Subject Self-esteem, Achievement Goal And Academic Achievement Of Students In Grade One Senior Middle School

The research examined the math academic achievement goal orientation ,math academicself-esteem and math achievement of students in grade one senior middle school bymeasurement method. The purpose is to study the features of math academic self-esteem inmath learning and relation among math academic achievement goal orientation ,mathacademic self-esteem and math achievement further. The study showed that: 1, Math achievement goal orientation have significant correlation to math achievement.In these results, math master-approach orientation have significant positive correlation withmath achievement; math master-avoid orientation have significant positive correlation withmath achievement; math achievement-avoid orientation had significant negative correlationwith math achievement. 2, The level of math academic self-esteem have significant positive correlations withmath academic achievement. 3, Math achievement goal orientation have significant correlations with level of mathacademic self-esteem. In these results, math mastery-approach orientation have significantpositive correlation with level of math self-esteem; math achievement-approach orientationhave significant positive correlation with level of math self-esteem; math achievement-avoidorientation have significant negative correlations with level of math self-esteem. 4, There are gender difference among the selective tendency of achievement goalorientation. In there results, boys got higher scores than girls significantly in math masteryorientation and achievement-approach, math mastery-avoid orientation have no significantdifference with achievement avoid orientation. 5, It is suggested that regression and structural equation model that math academicself-esteem would be mediator variable between math achievement goal orientation and mathachievement. That is to say, math academic achievement goal orientation have no influence tomath achievement directly, yet the level of math academic achievement goal orientation andmath achievement.