Analysis Of Factors Affecting Mathematics Learning Input Based On Structural Equation Modeling

The positive psychology initiated by Martin Seligman,chairman of the American Psychological Association,observes people's happiness and sense of accomplishment in different environments,and pays attention to the mediating and regulating role of people's subjective feelings of objective things in individual life.For high school students nowadays,heavy academic pressure and unreasonable time investment arrangements have resulted in students 'motivation for learning only to cope with the examination courses arranged by teachers and schools,rather than cognitively investing in self-learning thinking In the long run,when students encounter difficulties in the learning process,they will lose their internal motivation,thereby reducing their investment in learning.Based on the research of positive psychology,this paper provides the thinking direction for this thesis.This thesis focuses on examining the students' perception and psychological changes in the learning life,and then carries out the research on the influencing factors of mathematics learning investment.The main research of this article is to explore the influencing factors of mathematics learning input,its mechanism and effect ratio.After arranging a large amount of relevant literature on mathematics learning input,it was found that for a high school student,the main source of support for learning is the support provided by teachers during the school learning process.And for its own learning input,another important source is its own intrinsic motivation.Therefore,this article focuses on exploring the impact of teacher support as an environmental factor and intrinsic motivation as a personal factor,and the interaction between the two on mathematics learning input.After examining a large number of research methods on the influence between non-intellectual factors and mathematical learning,it was finally decided to use Structural Equation Modeling to analyze the effects of the three.Using the teacher support scale,mathematics learning input scale and intrinsic motivation scale,a questionnaire survey was conducted on 378 high school students,and the Structural Equation Modeling was used to analyze the relationship between teacher support and learning input perceived by the high school students and discuss The mediating effect of intrinsic motivation.The results show that:(1)There is a significant correlation between mathematics teacher support,intrinsic motivation and mathematics learning input perceived by high school students.(2)The intermediary effect of intrinsic motivation between teacher support and learning input is significant.This shows that the mathematics teacher support perceived by students can directly influence mathematics learning input,and can also be indirectly influenced by the intermediary role of intrinsic motivation.This thesis is based on the research of Structural Equation Modeling.Through the data fitting,it provides a more favorable proof for explaining mathematical phenomena,and at the same time provides a paradigm for analyzing mathematical education problems,which has certain theoretical and practical significance for mathematical education teaching.