Research On The Relationship Between Junior High School Students' Maths Learning Investment And Academic Achievement

Learning input is a kind of psychological state full of positive emotions that students have in the learning process.It includes students' behavioral input,emotional input and cognitive input.Learning investment is a necessary condition for students to conduct effective learning,which directly affects students' learning effects and teaching effects.The current psychological development characteristics of junior high school students determine their character is in a weak position of stable development,and they are easily affected by external bad mood.Some students have low enthusiasm and initiative in mathematics learning,and mathematics learning achievement is not high.Many scholars at home and abroad believe that there must be a certain correlation between the antecedent variables and the consequential variables of the student's learning input,but there is less exploration on the subject differences of the learning input.At the same time,there are certain stereotypes in the learning and academic achievements of different disciplines.These stereotypes have potential impacts on the interaction between teachers and students.Therefore,it is of theoretical and practical significance to explore the subject-specificity of junior high school students' mathematics learning input to promote teaching and learning.In this study,the definition of mathematics learning input is defined,and the "Middle School Student Mathematical Study Input Questionnaire" is revised.Through field visits,the junior middle school students from four secondary schools in City C and City N were selected as research subjects,600 questionnaires were distributed,580 questionnaires were returned,and 545 valid questionnaires were collected.The effective recovery rate was 91%.The data collected from the questionnaire were statistically analyzed using statistical software SPSS24.0 and Amos22.0 for descriptive statistics,independent sample T-test,one-way ANOVA,Person correlation analysis,multiple linear regression analysis,and Amos path analysis.At the same time,combined with data analysis results,through interviews with some students,the effects of the four aspects of junior high school students' mathematics learning input on school learning factors,students' own factors,teacher factors,and subject's own factors are analyzed.Based on the results of all studies,the following conclusions are drawn:1.The input of mathematics learning for junior middle school students is generally at the upper middle level,and there are significant differences in different background variables.Among them,the mathematics "behavior input" of junior high school students did not differ significantly in the "gender" variable,and "cognitive input" did not differ significantly in the "school type" variable.And under the variables of “gender”,“grade”,“school type” and “whether it is head teacher or not”,there are significant differences in mathematics “emotional input” and “overall learning input” among junior high school students.2.There are significant differences in the overall level of mathematics learning investment among junior high school students in different grades,genders,types of schools,and whether mathematics teachers are headteachers.In the “gender” variable,male students' mathematics learning investment is higher than female students;in the“grade” variable,lower-grade students' mathematics learning investment is higher than high-grade students;in the “school type” variable,rural school students' mathematics learning investment is low.For urban school students;and from the perspective of learning input,there is no significant difference in the cognitive investment between rural school students and urban school students;in mathematics teachers,mathematics teachers are higher than the head teacher's students' mathematics learning investment.Math teacher is not a class teacher's student.Junior high school students' mathematics learning investment "Influencing factors" do not produce significant differences due to "grade" or "class teacher",but they have significant differences due to differences in "gender" and "school type."3.The input of mathematics learning for junior high school students is significantly influenced by school factors,teacher factors,students' own factors and the discipline's own factors.School mathematics curriculum setting,peer influence,school mathematics-related activities and classroom atmosphere all have a significant impact on students' mathematics learning investment;mathematics teachers' teaching perspectives,professional abilities,teaching attitudes,and beliefs influence juniorhigh school students' mathematics learning investment.Progressive orientation;students' mathematics foundation,academic self-efficacy,and interest in mathematics affect junior high school students' mathematics learning investment.All of them tend to be progressive;the differences in subject content have a significant impact on students' overall mathematics learning investment,but they are also related to learning input.Not all of the dimensions are significantly related.They only have a significant impact on cognitive input,and they are weakly positively correlated.However,the difference in discipline content and behavioral input and affective input are not significant.4.The overall mathematics input of junior high school students and its various factors are significantly positively correlated with academic performance,but they are all related to the degree of middle and low degree.There is a close relationship between junior high school students' mathematics learning investment and academic achievement,but neither the overall learning investment nor the correlation coefficient between each factor level and academic achievement is high,indicating that the mathematics learning investment of junior high school students is not the only influencing factor of academic achievement.Junior high school students' mathematics learning investment has an effective predictive power for academic performance.The three predictors can effectively explain the 19.2% variation in “achievement”,and the joint interpretation rate is not high.It shows that the influence of junior high school students' mathematics learning investment on academic performance will be constrained by other factors.5.Using Amos22.0 to analyze the relationship between mathematics learning input and academic achievement of junior middle school students,the results show that in the model of learning input affecting academic achievement,"behavior input","emotional input" "cognitive input" and learning The "influencing factors" of investment have a direct impact on academic performance.Among them,“affective input” has the largest impact value,followed by “fingered input”,and “behavior input”has the lowest impact on academic performance.Based on the above research conclusions,the enlightenment and suggestions of this study mainly include the following four points: inspire students' interest in mathematics learning;enhance the professional qualities of mathematics teachers;cultivate students' sense of academic self-efficacy;eliminate discipline-sex stereotypes.