The Research Of The Relationship Between The Mathematics Classroom Goal Structure And Mathematics Academic Self-efficacy And Mathematics Learning Engagement Of Junior High School

As the country's compulsory education develops,it is also constantly reforming,and the autonomy of students' learning is constantly reflected.Educational teaching research not only pays attention to the curriculum and teaching reform and the quality of students' learning,but also pays attention to the learning process of students.There is research on students' learning situation and learning engagement level.The research,which focuses on the relationship between the junior school students' Mathematics classroom goal structure and Mathematics Academic Self-efficacy and the students' Mathematics Learning engagement at the same time takes classroom goal structure as the environmental factor and takes the Academic Self-efficacy as the individual factor.The research mainly investigates some junior high school students in Chongqing,and mainly discusses the following two issues: 1)The current situation of the Mathematics classroom goal structure and Mathematics Academic Self-efficacy and Mathematics Learning engagement;2)What is the relationship between junior high school students' mathematics classroom goal structure,mathematics Academic self-efficacy,and mathematics learning engagement? Does the Academic self-efficacy play a mediating role in the mathematics classroom goal structure affecting the mathematics learning engagement?This study first used literature analysis and statistical analysis to sort out the previous research on classroom goal structure,academic self-efficacy and learning engagement,and formed a junior middle school students mathematics classroom goal structure questionnaire,mathematics academic self-efficacy questionnaire and mathematical learning engagement in the questionnaire.Afterwards,some junior high school students in a certain two districts of Chongqing were used as the research object.Using questionnaire survey and statistical analysis,1840 valid data were collected for descriptive statistics,mean difference test,correlation analysis,path analysis and Mediation test.According to the analysis results of this study,the following conclusions are obtained:1)The junior high school students' mathematics classroom goal structure is not high,and is at a medium level.The junior high school boys perceived performance-approach goal and performance-avoidance goal are significantly higher than girls.The second grade students have the highest classroom goal structure,followed by the first-year grade,and the third-year grade students have the lowest average score.2)Junior high school students' mathematics self-efficacy is at a high level,but the overall difference is large.Male students' self-efficacy in mathematics is even higher than that of female students.The junior first-year students have the highest academic self-efficacy,followed by the second-year students,and the lowest in the third-year students.3)The junior high school students' mathematics learning engagement is at the middle-to-upper level.Male students have significantly higher behavioral,cognitive,and emotional engagement in mathematics than female students.The junior first-year students have the highest mathematics learning engagement,followed by the second-year students,and the lowest in the third-year students.4)There is a significant positive correlation between junior high school students' perception of classroom mastery goal,performance-approach goal,performance-avoidance goal avoidance goals and academic self-efficacy.There is a significant positive correlation between junior high school students' social engagement,behavioral engagement,cognitive engagement,and emotional engagement and their self-efficacy in mathematics.The classroom mastery goal is extremely significantly related to each dimension of mathematics learning engagement.The performance-approach goal is moderately related to social engagement and cognitive engagement.The performance-avoidance goal is significantly related to cognitive engagement and behavioral engagement.5)Mathematics academic self-efficacy plays a partial role in mathematics classroom mastery goals affecting mathematics learning engagement.The mathematics academic self-efficacy plays a full mediating role in the performance-approach goal results to behavioral engagement,cognitive engagement,and social engagement and plays a partial role in the performance-approach goal results to emotional engagement.The mathematics academic self-efficacy plays a full mediating role in the Performance-avoidance goal results to behavioral engagement,emotional engagement,and social engagement and plays a partial role in the performance-avoidance goal results to cognitive engagement.Finally,based on the above research conclusions,this study puts forward specific research recommendations.The research also hopes to help educators,pre-service teachers,serving teachers,and school administrators to know the mathematics learning situation of junior high school students from multiple perspectives and aspects,and to develop targeted intervention measures to strengthen junior high school students' mathematics learning engagement and improve the quality of middle school education Teaching Quality.