A Study On The Influence Of Mathematical Anxiety And Mathematical Self - Monitoring Ability On Mathematics Learning Strategies Of Junior Middle School Students

To explore the factors affecting students in math to help students learn mathematics effectively and improve their math academic achievement has been a hot research topic in mathematics education. Mathematics anxiety,mathematics self-monitoring ability and mathematics learning strategies have a major impact on mathematics academic achievement, and they are closely related in these three variables. In the past there are a lot of research to explore the relationship between one of three variables and mathematics academic achievement, but few researchers explore the relationship among the three. On the basis of analysis of the existing related research this research selects the junior school students mathematics anxiety, mathematics self-monitoring capability as the independent variable, selects the junior school students mathematics learning strategy as the dependent variable using analysis of variance, correlation analysis, regression analysis and other statistical methods studys their development and influence relationships.The result indicates that:(1) Most of math anxiety of the junior middle school students are at below average levels, but there are still a part of the junior high school students mathematics anxiety level are higher; Mathematics anxiety has differences in gender and grade, but the differences of gender and grade are not significant.(2) Most of mathematics self-monitoring capability of the junior middle school students are at above average levels, but there are still a part of the junior high school students mathematics anxiety level are low; Mathematics self-monitoring has differences in gender and grade, but the differences of gender and grade are not significant.(3) Most of mathematics learning strategy of the junior middle school students are at above average levels, but there are still a part of the junior high school students mathematics anxiety level are low; Mathematics self-monitoring capability has differences in gender and grade, but the differences of gender and grade are not significant.(4)Students with a high degree of math anxiety tend to have a lower mathematical learning strategy level, with moderate levels of math anxiety students tend to mathematics learning strategy with a medium level, with a lower level of mathematics anxiety of students tend to have higher level math learning strategies. Therefore, junior high school students math anxiety affect their mathematics learning strategies.(5)Students with higher levels of mathematics self-monitoring capability tend to have a higher level of learning strategy, with moderate levels of mathematics self-monitoring capability of students tend to mathematics learning strategy with a medium level, with lower levels of mathematics self-monitoring capability of students tend to have lower levels of mathematics learning strategies. Therefore, junior high school math self-monitoring capability affect their mathematics learning strategies.(6)There is significant negative correlation in the junior high school students mathematics anxiety and their mathematics learning strategy. There is significant negative correlation in the junior high school students mathematics self-monitoring capability and their mathematics learning strategy. And the junior high school students mathematics self-monitoring capability have more influence on their mathematics learning strategy than their math anxiety.(7)There is significant negative correlation in the junior high school students mathematics anxiety and their mathematics self-monitoring capability. But the interaction between mathematics anxiety and mathematics self-monitoring capabilities to mathematics learning strategy is not significant. The influence of mathematics self-monitoring capability in mathematics learning strategy is not based on math anxiety as an intermediary, and the influence of mathematics anxiety in mathematics learning strategy is not based on math self-monitoring capability as an intermediary.