The Establishment And Application Of Subjective Well-being Questionnaire Of Iunior School Students' Mathematics Learning

As a newly-born research field,students' emotional attitudes in mathematics education is drawing increasing attention from numerous scholars both at home and abroad.Nevertheless,there is still a big hole to fill when it comes to domestic studies concerning the mathematics learning attitude of junior school students.What's worse,pupils' emotional attitudes are nowhere near what we expect.Serious lag in research and bad need in reality indicate that it is necessary and meaningful to make a deep study on junior school students' subjective well-being of mathematics learning,which can be theoretically founded on the research of subjective well-being and learning subjective well-being.Based on theoretical sorting and analyzing,the writer deem that the subjective well-being of mathematics learning is subject to subjective well-being,referring to students' emotional experience and satisfaction degree in learning activities,which is generated in combination with their own standards and previous experiences.The main work of this study is to design questionnaires of subjective well-being of math learning,which is used to measure the students' subjective well-being of mathematics learning in Suzhou A school.The process of questionnaire designing includes collecting the original data,establishing the theoretical basis,preparing the preliminary questionnaire(the establishment of framework and items),the project analysis and the exploratory factor analysis of the test and preliminary questionnaire,the confirmatory factor analysis of the revised questionnaire,reliability and validity test of revised questionnaire.A total of 26 questionnaires have been designed,belonging to the four-point scale.They mainly contains four dimensions:mathematics learning satisfaction,negative emotions,external positive emotions and intrinsic positive emotions.What's more,they are verified to be with high reliability and validity.It is manifested in the results of questionnaire survey that students' subjective well-being is moderately related to their academic achievements in mathematics;the subjective well-being of junior students in grade 3 is significantly lower than that of students in grade 1 and grade 2;junior high school students Mathematics learning subjective well-being level also differs from boys to girls in that the former is significantly higher than the latter.Combining the educational theory and practice,the article makes a discussion on the research findings,based on which,it give some practical suggestions for students,teachers,schools and parents in current mathematics education on how to understand and.cultivate the subjective well-being of mathematics learning suggestions.Lastly,the limitations of this study and the future research are summarized.