A Study Of Compiling Questionnaire And Its Application On Senior High School Student' Mathematics Self-regulation Learning

With the increasingly prominent role of science and technology in social development,the application of mathematics permeates into various fields,learning to learn mathematics has become the basic quality we must have.However,under the influence of traditional teaching methods and pressures for higher education,teachers only pay attention to the teaching results,while ignoring the main role of students,which directly lead to over-passive and mechanical learning of senior high school students,weaken their awareness of learning participation,and depend on their teachers excessively.Therefore,the preparation of senior high school students mathematics self-regulation learning questionnaire to promote senior high school students mathematics self-regulation learning study.It helps to cultivate senior high school students' self-regulated learning,and improve their mathematics learning ability,which is of great significance for basic education and social development.This article has two major tasks.Firstly,a good mathematics self-regulation learning questionnaire for senior high school students is prepared.On the basis of existing research,open questionnaire surveys and project evaluations,the questionnaire project was compiled and formal questionnaires were formed by using a combination of classical test theory,structure equation modeling,and generalizability theory to ensure the high quality of the questionnaire.Secondly,it discusses the current situation of senior high school students' mathematics self-regulation learning.Analyze the current overall situation of mathematics self-regulation learning in senior high school students,and their development characteristics of mathematics self-regulation learning of senior high school students in different grades,genders,and disciplines.Specific research results are as follows:(1)After sorting out the results of open questionnaires and related scale items,the questionnaire items were preliminarily prepared.After the evaluation of senior high school mathematics teachers and psychology graduate students,preliminary questionnaires for 68 items were obtained.(2)Project analysis and exploratory factor analysis were performed on the preliminary survey questionnaire,and unsuitable items were deleted,leaving the remaining 27 items.Among them,8 are learning motivation,5 are learning managing,10 are learning strategies,and 4 are consolidation reflection.(3)The Cronbach's?coefficient of the questionnaire was 0.924.The Cronbach's?coefficient of each factor was 0.710-0.894.The questionnaire test-retest reliability was 0.889,and the test-retest reliability of each factor was between 0.672-0.778.The content validity,the criterion validity,the structure validity are in line with the basic requirements of psychometrics.(4)When the questionnaires for senior high school students' mathematics self-regulation learning take four dimensions,the questionnaire's generalization coefficient and reliability index are 0.807 and 0.760,respectively.The four dimensions of the questionnaire and the overall measurement reliability are all above 0.720,and the distribution of the number of items in each dimension is reasonable.(5)The current average of senior high school students' mathematics self-regulation learning learning is 3.389,of which the learning motivation is 3.482,the learning management is 3.167,the learning strategy is 3.601,and the consolidation reflection is 2.954.There are significant differences in grade,gender and subject of mathematics self-regulated learning among high school students.Therefore,the following conclusions are drawn:(1)The self-made mathematics self-regulation learning questionnaire for senior senior high school students has a good reliability and validity,and can effectively predict the senior high school students' mathematicsachievement,and can also be used as an effective tool to measure senior high school students' mathematics self-regulation learning.(2)At present,mathematics self-regulation learning for senior high school students is generally at a medium level,and the development of four factors is unbalanced.Among them,learning strategies development level is highest,consolidation reflection development level is lowest.And the mathematics self-regulation learning of students increases with grades.The mathematics self-regulatory learning of boys is higher than that of girls;the mathematics self-regulated learning of science students is higher than that of liberal arts students.