Relationship Between Middle School Students' Perceived Teacher's Support,Self-esteem And Expected Value Of Mathematics Learning And Some Countermeasures

Three years of high school time is an important period for students growth.Math which is a compulsory subject plays an important role in the middle school.Mathematics subject has many difficulties.The support behavior of mathematics teachers and the attitude towards students in teaching process will have an important influence on students' mathematics learning;in addition,it will not only affect the students' pre-judgment of learning mathematics,but also affect the worth of mathematics studying and will have a certain influence on students' self-evaluation.Therefore,the status about the students' perceived mathematics teacher's support and the expected value of mathematics learning and the relationship between them is worth exploringThis study selected 500 students from a rural middle school and an urban middle school in Zhengzhou City.They selected the Middle School Students Perceived Teacher Support Questionnaire,Adolescent Self-esteem Questionnaire,and Middle School Students' Mathematical Learning Expectation Value Questionnaire to collectively test participants.SPSS 22.0 was used for descriptive statistical analysis,independent sample T test,correlation analysis and regression analysis.The conclusions are as below:1.The overall score that students perceived the teacher's support higher than the middle score,students can feel the teacher's support to a higher degree;the perceived teacher's support among junior high school students was highly vaeiant in gender and grade;2.The self-esteem of junior high school students is at a moderate high level;3.In middle school,the expected value of mathematics learning is good,and there is a prominent diversity in gender;4.There is a significant positive correlation between the perceived teacher's support,self-esteem and the expected value of mathematics learning;5.Self-esteem in the junior middle school students perceived the teacher's support and mathematics learning expected value partial intermediary role between the two variables,it shows that junior high school students perceived teacher's support can directly affect the students learning mathematics expected value,can also be indirectly affect students mathematical expectated value through self-esteem.