A Comparative Study On The Current Situation Of Mathematics Adversity Quotient Of Junior High School Students In Guangxi

Adolescents,especially junior high school students,are in a critical period of mental development,which is highly malleable and easily susceptible to external influences.Poor ability to bear,lack of challenge consciousness and courage are the general psychological characteristics of students in this stage.In addition,mathematics Adversity Quotient,as a non-intellectual factor in students 'learning process,plays an important role in their mathematics learning.In the rapid development of society,people are increasingly concerned about the development of students' Adversity Quotient,but there is less research on the Adversity quotient of mathematics,and there are few researches on the current situation of junior high school students in Guangxi.In this study,the revised scale was used for research.Project analysis,exploratory factor analysis and other methods were used to improve the scale for many times to ensure the quality of the scale.Based on the statistical analysis software SPSS24.0 and AMOS17.0,a survey was conducted on 600 Adversity quotients of juniors to juniors in schools in some areas of Guangxi.The current situation of mathematical Adversity quotient of students was analyzed by demographic characteristics,and the mechanism of mathematical Adversity quotient affecting academic performance of junior middle school students in Guangxi was studied by structural equation model.The conclusion is as follows:First,the Adversity quotient of mathematics in junior middle school students in urban and rural areas in Guangxi is mostly at the middle-low level,and the inverse quotient of students in urban schools above the county level is significantly higher than that in rural schools in rural areas.Second,there are significant differences in the overall mathematical Adversity quotient between urban and rural junior high school students.In the four dimensions,except for the significant differences in the mathematical influence dimension,the differences in the other three dimensions are not significant,and the differences are shown as cities are larger than towns.Third,according to the demographic characteristics of the detailed analysis of the current situation of urban and rural junior high school students' mathematical Adversity quotient,the results are different from the overall analysis,mainly reflected in the fact that although there is a significant difference between urban and rural junior high school students' mathematical Adversity quotient,there is no significant difference between urban and rural junior high school students in grade one.Fourth,through the structural equation model research,it is found that the mathematical Adversity quotient of urban and rural junior high school students in Guangxi has a direct positive impact on their academic performance,and among the four potential variables of mathematical control,mathematical attribution,mathematical impact and mathematical extension,the most important one is mathematical impact,followed by mathematical attribution and mathematical control.Fifthly,through the multi-group path analysis,it is found that the three potential variables of mathematical control,mathematical attribution and mathematical extension have significantly different effects on the academic performance of urban and rural junior high school students,and the degree of influence is significantly greater in cities than in towns.Aiming at the above research basis,this paper puts forward countermeasures and suggestions to improve junior high school students' mathematics Adversity quotient and improve their academic performance through self-regulation,family education and school education.