Study On The Relationship Between Non-intelligence Factors Of Mathematics Learning And Academic Help In Mathematics In Junior Middle School Students

The problem is the heart of mathematics,mathematics learning is naturally inseparable from mathematical problem solving.In mathematics learning,students often encounter many difficult to solve mathematical problems,at this time involved in mathematics academic help,it can be seen that in mathematics learning,the importance of mathematics academic help is self-evident.The research shows that the influence of many non-intellectual factors,such as students' attitude and will,in mathematics learning can not be ignored,and the corresponding influence on mathematics academic help is also exerted.In order to find out the correlation between the non-intellectual factors of mathematics learning in junior high school students and the help of mathematics study,this study takes the non-intellectual factors as the starting point and puts forward some suggestions to improve the help of mathematics study.In this study,students from four classes were selected in parallel and key classes of junior middle and junior high school in Shenzhen.The non-intellectual factors of mathematics learning and the characteristics and differences of mathematics academic help were investigated and their correlation was explored.The following are the research results:(1)On the whole,the level of non-intellectual factors of students is high,and the score of attitude is the highest,while the corresponding score of personality is the lowest level.At the gender level,there were significant differences in the overall scores of non-intelligence factors between male and female students,as well as significant differences in motivation,emotion and personality dimensions;at the grade level,there were.significant differences in the overall scores of non-intelligence factors between the second and third grade students,as well as differences in attitude,emotion and personality dimensions;at the class level,there were no significant differences in both non-intelligence factors and dimensions.(2)The students' overall mathematics academic help level is higher,in each dimension aspect,the instrumental help score is the highest,the avoidance help score is the lowest.On the whole,there is little difference in the gender and class level of student's academic help,but on the grade level,the difference of student's academic help is very obvious.(3)The correlation coefficient between the level of non-intelligence factors and the level of academic help-seeking is 0.656,which indicates that there is a strong positive correlation between the two;among the dimensions of non-intelligence factors,motivation and the level of academic help--seeking is the highest,reaching 0.651,followed by emotional emotion,with the correlation coefficient of 0.638;will and the level of academic help-seeking is 0.596;personality and the level of academic help-seeking are related The correlation coefficient between attitude and academic help-seeking level was the lowest,which was 0.479.(4)The univariate linear regression equation of mathematics learning non-intelligence factor level(x)and mathematics academic help-seeking level(y)of junior middle school students is as follows:Y=0.675x+1.467.However,the multiple linear regression equation between the five dimensions of attitude(x1),motivation(x2),emotion(x3),character(x4),will(x5)of junior high school students' mathematics learning non-intelligence factors and mathematics academic help-seeking level(y)of junior high school students is as follows:y=0.105x1+0.059x2 +0.174x3+0.072x4+0.122x5+1.964.