Research On The Relationship Between Mathematics Anxiety,Mathematics Self-efficacy And Mathematics Achievement Of High School Students In Rural Areas

Mathematics anxiety and mathematics self-efficacy are two important non-intellectual factors affecting mathematics academic achievement.This research concentrates on the relationships among mathematics anxiety,mathematics self-efficacy,and mathematics achievement.It mainly includes the following questions: the current situation of mathematics anxiety of senior high school students in rural areas,the current situation of mathematics self-efficacy of senior high school students in rural areas,the relationship between mathematics anxiety and mathematics self-efficacy.Questionnaire method was adopted in this study.The questionnaire consists of two parts: the mathematics anxiety questionnaire and mathematics self-efficacy questionnaire for high school students in rural areas.The sample was selected from a township middle school in the northwest region and surveyed a total of 292 students.The data were processed and analyzed by SPSS19.0 software after questionnaire recovery: descriptive statistics,single factor ANOVA,independent samples t test,Pearson correlation analysis and stepwise regression analysis.The following conclusions were drawn from the survey results:1)There are grade differences in mathematics anxiety,and the anxiety level of senior two students is the highest;there are gender differences in mathematics anxiety,and theanxiety level of girls is higher than that of boys;there are differences in mathematics anxiety,and the anxiety level of liberal arts students is higher than that of science students.2)There are grade differences in mathematics self-efficacy,and the students in senior two have the highest sense of self-efficacy in mathematics;there are gender differences in mathematics self-efficacy,and boys have higher sense of self-efficacy in mathematics than girls.There are differences in mathematics self-efficacy,and science students have higher sense of mathematics self-efficacy than liberal arts students.3)Mathematics anxiety is negatively correlated with mathematics achievement;mathematics self-efficacy is positively correlated with mathematics achievement;mathematics anxiety is negatively correlated with mathematics self-efficacy,the higher the degree of mathematics anxiety is,the lower the sense of mathematics self-efficacy is.Further,High school students' emotional concern has a significant negative predictive effect on mathematics achievement,and behavioral self-efficacy and ability self-efficacy have a significant positive predictive effect on mathematics achievement.In theory,the above conclusions are helpful to the development of the theory of mathematical anxiety,and can provide the theoretical basis for the educational practice while understanding the personality development of high school students more scientifically.In practice,this study is helpful to understand the current situation of mathematics anxiety and mathematics self-efficacy in rural areas studied,and how they will affect learning and life,which is convenient to guide teachers,parents and students to relieve mathematics anxiety and improve mathematics self-efficacy.