Research On Mathematics Learning Motivation Of Junior Middle School Students Based On Self-determination Theory

Self-determination theory emphasizes the individual's tendency of independent choice and subjective initiative,which includes many types of motivation.Many studies have shown that by observing these types of motivation,students' learning motivation can be effectively evaluated.We know that mathematics is a logical,abstract subject,many students have good results in other subjects at the same time,the phenomenon of failing math.So whether the self-determination theory is applicable to the research of junior high school students' mathematics learning motivation? Under the guidance of self-determination theory,how to stimulate junior high school students' mathematics learning motivation effectively? This is the problem that we should care about and attach importance to in the mathematics teaching nowadays.Based on self-determination theory,this paper divides junior middle school students mathematics learning motivation into mathematics learning autonomous motivation and mathematics learning controlled motivation,and develops a questionnaire,based on the theory of self-determination,this paper explores the relationship between the self-motivation of junior middle school students in mathematics learning and the perceived self-supporting environment from their parents and teachers,from the perspective of self-supporting environment,this paper probes into the reasons why some junior middle school students have low self-motivation in mathematics learning,and finally,under the guidance of self-determination theory,according to the research results,some strategies and suggestions are put forward to stimulate junior high school students' mathematics learning motivation effectively.This paper is divided into five chapters,the first chapter describes the research background,research content,research methods and research significance.The second chapter is the Theory Foundation and the research summary.Chapter Three and Chapter Four are empirical studies under the guidance of self-determination theory.The third chapter is the questionnaire survey and analysis,including the survey of junior high school students mathematics learning motivation based on self-determination theory,and the relationship between junior high school students mathematics learning motivation and perceivedself-supporting environment.The results of the questionnaire show that junior middle school students' mathematics learning motivation is in the middle level,and the level of mathematics learning motivation is higher than that of mathematics learning controlled motivation,there was no significant difference in junior high school students' mathematics learning motivation level between different genders and different grades.The perceived self-support level of junior high school students from their parents and teachers was positively correlated with their mathematics learning motivation level.In the fourth chapter,after a questionnaire survey,an interview was conducted to further analyze the reasons why some junior middle school students have low self-motivation in mathematics learning based on the self-determination theory,it is concluded that some of the main reasons for the lack of self-motivation in mathematics learning of junior middle school students include parents and mathematics teachers over-emphasizing the importance of mathematics examination,and when students' mathematics achievement is not satisfactory,parents blindly blame,mathematics homework is more difficult,mathematics teachers communicate with students less,parents control the behavior of their children too much,students can not help their own learning mathematics attribution of success or failure.Finally,Chapter 5 is guided by the self-determination theory based on the survey results,this paper puts forward some teaching strategies and suggestions from three aspects of mathematics class,mathematics class and communication between mathematics teachers and students' parents.