Study On Endogenous Influencing Factors Of Mathematics Anxiety Level Of Shenzhen Junior High School Students

The purpose of this study is intended to verify several endogenous factors by using the method of statistical analysis the concept of self-efficacy,interest in learning,mathematics,attribution style,trait anxiety,cognitive style and the level of math anxiety correlation and causality and on this basis to teaching field how to adjust the students' math anxiety level puts forward some Suggestions to appropriate location.This study took 509 junior high school students in shenzhen as the research objects,and adopted interview method,literature analysis method and questionnaire measurement method.In this paper,on the basis of literature analysis method and interview method to extract the endogenous may affect the level of math anxiety of non-intelligence factors,namely the interest in learning,cognitive style,attribution style,mathematics view,self-efficacy,trait anxiety,and so on,then the math anxiety level and the endogenous factor has carried on the questionnaire survey,respectively,according to the measured results of valid questionnaires and statistics,analysis of the first students' math anxiety level in multiple dimensions,and gender differences and the characteristics of the endogenous factors of descriptive statistics.Correlation analysis on these variables then correlation coefficient matrix,the resulting correlation between each variable,finally to math anxiety as dependent variable,with the proposed seven endogenous factors as independent variables,multiple regression analysis to explore the endogenous factors and whether there is a causal relationship between mathematics anxiety,and based on this,advances the teaching of relieve students' math anxiety level measures and solutions.The results of this study are as follows:1.Characteristics of various dimensions of mathematical anxiety: the highest test anxiety and the lowest class anxiety.Students' anxiety about learning and examination results is higher than that about the learning process.The anxiety level of boys was lower than that of girls in total score and all dimensions2.According to the statistics of various variables,it can be seen that theself-efficacy of female students is significantly lower than that of male students3.The combination of mathematical view reflects students' cognition of external factors.Various dimensions of mathematical view show that there is still a large space for students to improve their cognition of mathematical learning process and strategies,and girls are vulnerable to negative implications of gender differences in social culture4,correlation analysis: the interaction between various variables,including trait anxiety,negative attribution,mathematics mid-term grades and there is significant positive correlation between mathematics anxiety,mathematics view,self-efficacy,interest in learning,cognitive style and math anxiety significantly negative correlation,positive attribution and the correlation of math anxiety is not significant.5.Multiple linear regression was conducted with mathematical anxiety as the dependent variable and endogenous factors as the independent variables.Self-efficacy,negative attribution,learning interest,trait anxiety and cognitive style entered the regression equation,and the F value was extremely significant.The adjusted decisive coefficient was 0.412The regression equation can be established as follows:Mathematical anxiety level =2.071-0.241* self-efficacy +0.342* negative attribution-0.221* learning interest +0.284* trait anxiety-0.195* cognitive styleThe conclusions of this paper are as follows:1.The level of math anxiety of students in grade one is negatively correlated with their math scores.Students who lag behind in math Anxiety level was significantly higher than that of medium and excellent students.Overall,girls had higher math anxiety on average than boys.2.The influencing factors of mathematical anxiety are diverse and mutual.Learning interest,self-efficacy,Cognitive style,attribution style,trait anxiety and mathematical view have different ways and different levels of mathematical anxiety Degree of influence.Among them,self-efficacy,cognitive style and learning interesthave direct negative effects on mathematical anxiety,trait anxiety and negative attribution have direct positive effects on mathematical anxiety.3.Alleviating students' anxiety level in mathematics requires comprehensive consideration of multiple factors.Need to guide students' interest in learning,Positive attribution,positive mathematics view,improve self-efficacy,and combine students' cognitive style and personality traits to teach students in accordance with their aptitude.