Research On The Influence Of Achievement Motivation And Anxiety On Junior Middle School Students' Mathematical Self - Monitoring Ability

Mathematical ability is one of the focuses of the current mathematics education in our country. Combining with the results of cognitive learning theory and the training practice of mathematical ability, can be found that the students’ metacognitive level is the key to the development of students’thinking ability, while the self-monitoring ability is the core of metacognitive ability. From the point of view of training mathematics ability, mathematics self-monitoring ability promotion is the key to cultivating students’mathematical learning ability. And the current research on mathematics self-monitoring ability mainly concentrated on the relationship with the math academic achievement, and the relationship between cognitive factors of the very few. Were reviewed in this study and on the basis of analysis of the existing related research, from the cognitive factors of achievement motivation, anxiety, and combined with the characteristics of mathematics, explore the mathematical achievement motivation, mathematics anxiety of junior high school students mathematics self-monitoring ability. A nanjing middle school students as subjects, using analysis of variance, correlation analysis, regression analysis and other statistical methods, comprehensive investigation of the current junior high school students mathematics achievement motivation, mathematics anxiety and mathematics self-monitoring ability development present situation and its influence. And get the following conclusions:(1) More than most of the mathematics achievement motivation of junior high school students is at medium level, but there are still a part of the junior middle school students of mathematics achievement motivation level is low; Most of the math anxiety of junior middle school students is at medium level below, but there are still a part of the junior high school students mathematics anxiety level is higher; Most mathematics self-monitoring ability of junior middle school students are in above medium level, but there are still a part of the junior high school students mathematics self-monitoring ability is low.(2) Different mathematics achievement motive level of the single factor analysis of variance showed that higher mathematics achievement motive level of the students tend to have higher mathematics self-monitoring ability, has the secondary mathematics achievement motive level of students tend to have secondary mathematics self-monitoring ability, have lower math achievement motive level of the students tend to have lower mathematics self-monitoring ability. Junior high school students mathematics achievement motive, therefore, affect the mathematics self-monitoring ability. (3) Single factor variance analysis showed that different levels of math anxiety, with higher math anxiety level of students tend to have lower mathematics self-monitoring ability, has the secondary mathematics anxiety level of students tend to have secondary mathematics self-monitoring ability, have lower math anxiety level of students tend to have higher mathematics self-monitoring ability. Therefore, junior high school students mathematics anxiety level affects the mathematics self-monitoring ability.(4) High monitoring group students tend to have higher mathematics achievement motivation level, in the control group students tend to have secondary mathematics achievement motivation level, low monitoring group of students tend to have lower levels of math achievement motivation.(5) High monitoring group students tend to have lower level of math anxiety, the control group students tend to have medium level of math anxiety, low monitoring group of students tend to have lower levels of math anxiety.(6) Of junior high school students mathematics achievement motivation, anxiety and mathematics self-monitoring ability between the correlation analysis showed that the junior high school students mathematics achievement motivation and mathematics self-monitoring ability was significantly positively related, mathematics anxiety and mathematics self-monitoring ability has significant negative correlation. And junior high school students math anxiety than mathematics achievement motivation of mathematics self-monitoring ability the influence degree of the slightly larger.(7) Junior high school students mathematics achievement motive, anxiety for mathematics self-monitoring ability of bivariate analysis of variance showed that the mathematics achievement motivation and is also a significant correlation between mathematics anxiety, but their interaction of mathematics self-monitoring ability is not significant, the influence of mathematics achievement motivation of mathematics self-monitoring ability not to math anxiety for mediation, the influence of the same math anxiety influence on mathematics self-monitoring ability is not mathematics achievement motivation for mediation.