High School Mathematics Learning Attributed To The Study Of The Relationship Between Learning Strategies And Mathematics Achievement

How to improve the learning ability and the mathematics achievements is widelyconcerned under the background of educational reform in China. In recent decade,though researchers gave much discussion on how the influencing factors were, andgot some valuable revelation, the discussion about the mechanism of influencinglearning is not deep. It is reflected in the unilateralism of the research point of viewand the singleness of the research method. Based on the analysis of attribution andlearning strategy, this research combines attribution and learning strategy, anddiscussed the relationship of the two factors and the mathematics achievement ofsenior high school students. The results can enrich the cognition of how to influencethe achievement of senior high school students, can provide teachers the theory ofhow to teach the students to learn, and can help the students to improve the learningmethods of mathematics.The research investigated 423 senior high school students from three schools inJi'nan with questionnaires. The results show:1,there are extremely significantdifference in ability attribution of different grades(p<.01);there are significantdifference in background attribution, the difference reaches .01 level between gradeone and grade two, the difference reaches .05 level between grade one and gradethree;there are significant difference in resource management attribution, thedifference reaches .05 level between grade one and grade three(p=.04).2,there aredifference in ability attribution and cognition strategy between different sex, but thedifference do not reach significant level;there are no difference in other aspects. 3,there are significant difference in background attribution of the students with differentachievement, there are extremely significant difference between middle score teamand low score team(p=.006);there are extremely significant difference in cognitionstrategy, there are significant difference between middle score team and low scoreteam(p=.042);there are extremely significant difference between low score team andhigh score team(p=.000), there are significant difference between middle score teamand high score team(p=.011);the difference probably reach significant level inmetacognition strategy, there are significant difference between middle score teamand low score team(p=.026), there are also significant difference between middlescore team and high score team(p=.040);there are significant difference in resourcemanagement strategy, the difference reaches .01 level between low score team andhigh score team(p=.003). 4,there are extremely significant negative correlationbetween mathematics achievement and background attribution, but the students'mathematics achievement have low correlation with ability, effort and luck attribution.5 , there are extremely significant positive correlation between mathematicsachievement and cognition strategy, resource management strategy, but the students'mathematics achievement have low correlation with metacognition strategy. 6,regression analysis shows:there are only school type, cognition strategy andbackground attribution enter regression equation, the decision coefficient—R2 of theregression equation is .208;path route analysis shows:school type, cognition strategy,background attribution and luck attribution directly influence mathematicsachievement, effort attribution influence mathematics achievement through cognitionstrategy, but metacognition strategy, resource management strategy and abilityattribution do not influence mathematics achievement.The research get some new findings, such as, effort attribution has lowcorrelation with mathematics achievement, metacognition has no correlation withmathematics achievement, etc. These findings differ from some results, we discuss thedifference in the article. In the end of the article we provide some measures of how toteach the students to learn mathematics with right attribution styles based on theresults of our research:1,to lead the students attribute the achievement to their efforts,and to reduce the difficulty of the tasks;2,to emphasize to cultivate students'emotional intelligence, and to build up the students' self confidence;3,to doattribution training to the students. At the same time the article also provides someteaching suggestions to lead students master good learning strategies:1,to reformtraditional teaching models;2,teach the students mathematics learning strategies;3,to train the students' metacognition, and cultivate their abilities to apply the strategies.