The Influence Of Junior High School Students’Mathematics Self-concept And Achievement Motivation On Mathematics Achievement

Junior middle school stage is a key period of one’s self-development. In school education, achievement motivation is the core of students learning motivation. Besides, math is an important compulsory subject. As a result, the thesis mainly focused on mathematics self-concept and achievement motivation to explore their effects on the mathematics achievement.Past research had shown that there was close relationship among mathematics self-concept, achievement motivation and the mathematics achievement. Mathematics self-concept and achievement motivation had significant influence on mathematics achievement, and there was significant positive corelation between self-concept and achievement motivation. It showed that these two factors had some inner links, the influence of achievement motivation on academic achievement had some internal relation with self concept. Referring to the existing research, using Pei Changgen’s Mathematics Academic Self-concept Scale and Ye Renmin’s revision of the Achievement Motivation Scale, the thesis tested404students in two middle schools in Hunan province. The results of the study were as follows:(1)There were significant gender differences in mathematics self-concept, grade differences and school types were not significant.(2)There were significant differences on gender and school types in achievement motivation, grade differences were not significant.(3)There was a significant positive relation among junior high school students’mathematics self-concept, achievement motivation and mathematics achievement. Mathematics self-concept and achievement motivation could predict mathematics achievement.(4)The effect of mathematics self-concept on mathematics achievement, on one hand was direct, on the other hand was indirect through achievement motivation, achievement motivation played a partial intermediary role in the process of the mathematics self-concept impact on academic performance.Finally, according to the results, some suggestions were putted forward. Teachers should, firstly, teach students in accordance of their aptitude and pay attention to students’individual differences; secondly, enhance the success experience to develop positive mathematics self-concept; besides, have the right attitude towards students’errors and give positive feedback; set role models to eliminate gender stereotypes; last but not the least, guide students to have proper attribution and have an objective understanding of themselves.