The Impact Of Junior Middle School Students' Self-efficacy And Teacher-student Interaction On Mathematical Learning Investment

The student's investment in mathematics determines to a large extent his or her mathematical learning achievements.The reform of the new curriculum mathematics poses new challenges to basic educators.In combination with the background of the new curriculum education reform,this study mainly explores the impact of individual level self-efficacy and teacher-student interaction at the class level on mathematics learning input for junior high school students.In this study,questionnaires were used to obtain the research data for junior and middle school students in two middle schools in Shanxi.The research tools are mainly based on the learning input scale,motivational learning questionnaire(MSLQ)and teacher-student interaction questionnaire(QTI).After preliminary cleaning of the survey data,a multilayer linear model method was used to explore the impact of individual level self-efficacy and class-level teacher-student interaction on mathematics learning investment and the moderating role of teacher-student interaction.The research results found that under the control of gender,and student performance,students' self-efficacy still had significant positive effects on social,emotional,behavioral,and cognitive inputs.Teacher-student interaction at the class level not only has a significant direct impact on learning investment,but also has a significant indirect impact on self-efficacy and learning investment.Specifically,friendly teacher-student interaction has a significant positive impact on emotional,behavioral,and cognitive input,understanding teacher-student interaction has a significant positive impact on emotional,behavioral input,and autonomous teacher-student interaction It has a significant negative impact on social investment and behavior investment.At the same time,friendly and leadership teacher-student interactions can positively regulate self-efficacy and emotional input,but leadership teacher-student interactions can also negatively affect self-efficacy and behavioral and cognitive inputs.The role of regulation.The study of the relationship between these three will help us better understand the moderating effect of teacher-student interaction at the class level on self-efficacy and mathematics learning input,and also provide a reference for educators to carry out teaching activities Suggestions to improve students' mathematical learning investment level.When teachers interact with students,they need to establish friendly and helpful teacher-student relationships with students to better improve students' mathematical input.