The Influence Of Mathematics Academic Emotion On The Achievement Of Mathematics:An Analysis Of The Mediating Effect Of Mathematical Self-efficacy And Mathematics Learning Strategies

The improvement of academic achievement is the common aspiration of students,parents and teachers.Attention to the factors affecting academic achievement has also undergone a process from intellectual factors to non-intellectual factors.Among numerous non-intellectual factors,academic emotion has become a research hotspot little by little because it has closely relation to students’ learning process and results,and what’s more,it has an significant impact on students’ cognitive behavior.Among multitudinous non-intellectual factors,this study takes academic emotions as a point of penetration to analyze the mechanism of academic emotions on academic achievement.On the choice of metavariable,this study combined with theoretical basis and empirical research conclusions.On the one hand,academic emotion can affect students’ cognitive judgment,so self-efficacy is chosen as a variable to explore the relationship between self-efficacy and academic achievement.On the other hand,emotions could affect students’ cognitive behavior and also learning strategy is an indispensable part of students’ learning process.Therefore,learning strategies are also used as mediating factors in this study to explore their mechanism of action between academic emotion and academic achievement.Although some research results have shown that academic emotion,self-efficacy,learning strategy and academic achievement are closely related,there are few studies on integration with specific disciplines,and the research conclusions are not the same.In addition,the characteristics of mathematics itself and its important position in basic education make it one of the hot research subjects.Therefore,this study chooses mathematics as a specific subject field,explores the mechanism of mathematical academic emotion on mathematical academic achievement,and analyzes the mediating effect between mathematical self-efficacy and mathematical learning strategies.In this study,2032 junior school students were selected as subjects,mathematical academic emotion scale,mathematical self-efficacy scale and mathematical learning strategy scale were used as research tools.This study uses independent sample t-test,structural equations and other statistical methods to comprehensively analyze the relationship between four potential variables and their mediating mechanism.This study uses independent sample t-test and structural equations to comprehensively analyze the relationship between four potential variables and their mediating mechanism,which is based on the control of academic sentiment-value theory.The main findings include the following three parts.First,positive mathematics academic emotions can directly influence the academic achievement of mathematics,and mathematical self-efficacy and mathematics learning strategies can simultaneously serve as intermediate variables to play an indirect role between the other two variables.Among them,the effect produced by mathematical self-efficacy is a partial mediating effect,but the mathematical learning strategy produces a masking effect,and there is no significant difference between the mediating effects.Secondly,negative mathematics academic emotions can directly have a negative impact on mathematics academic achievement,and can also be partially mediated through mathematical learning strategies,while mathematical self-efficacy does not play a mediating role.In addition,the adaptability of the multiple mediating models established in this study on the influence of mathematical academic emotion on mathematical academic achievement was tested.The statistical results show that the theoretical model established in this study has a good fit with the observation data,which can be used to explain the observation data of junior high school students in this study.