The Correlation Between Mathematics Adversity Quotient And Mathematics Achievement

Since the introduction of adversity quotient,it has been extensive research by Chinese scholars.In recent years,mathematics adversity quotient has become a research hotspot.Mathematics adversity quotient is an index to measure students' response to the difficulties in mathematics learning.Existing research indicates that mathematics adversity quotient has a great correlation with mathematics achievement.Therefore,this thesis takes mathematics achievement as the outcome variable,adds two intermediary variables,mathematics learning self-efficacy and mathematics anxiety to explore the influence mechanism of mathematics adversity quotient on mathematics achievement.In this thesis,678 senior one students from three high schools in Nanning,Guangxi Province were investigated by using the Questionnaire of High School Students' Mathematics Learning Situation,which was composed of high school students' mathematical adversity quotient scale,mathematics learning self-efficacy scale,mathematics anxiety scale and basic information.SPSS₂4.0 and AMOS₂4.0 were used to process and analyze the survey data,and then observation and case interview were conducted.Finally,some conclusions and educational suggestions were drawn.Specifically,SPSS₂4.0 was used for the following operations:descriptive analysis of mathematics adversity quotient,mathematics learning self-efficacy and mathematics anxiety to investigate their current situation and characteristics;through independent sample T-test to explore the differences among the three variables in gender,nationality,the only child or not and home address;through One-way ANOVA to explore the influence of family relationship,parents' educational background,teachers' support,parents' educational expectations and self-educational expectation on the three variables;through correlation analysis to test the correlation degree of mathematics adversity quotient,mathematics learning self-efficacy,mathematics anxiety and mathematics achievement.AMOS₂4.0 was employed to construct a structural equation model to test the mediating effect of mathematics learning self-efficacy and mathematics anxiety between mathematics adversity quotient and mathematics achievement,and to analyze the relationship and influence path between the four variables systematically.Besides,nine students were selected for observation and interview,and the results of the interview were basically consistent with the survey results.The conclusions are as follows:1)Senior one students' mathematics adversity quotient and mathematics learning self-efficacy are both in the middle-upper level,mathematics anxiety is in the middle-lower level;2)Mathematics adversity quotient,mathematics learning self-efficacy and mathematics anxiety have significant differences in gender,nationality,the only child or not,and home address;3)Family relationship,parents' educational background,teachers' supports and parents' education expectations all affect students' mathematics adversity quotient,but the influence of self-educational expectation is not significant;4)Family relationship,parents' educational background,parents' educational expectations and self-educational expectations all affect students' mathematics learning self-efficacy and mathematics anxiety,but the influence of teachers' support is not significant;5)Mathematics adversity quotient,mathematics learning self-efficacy,mathematics anxiety and mathematics achievement are significantly correlated to each other;6)Mathematics adversity quotient affects mathematics achievement by affecting mathematics learning self-efficacy,which plays an intermediary role between mathematics adversity quotient and mathematics achievement;7)Mathematics adversity quotient affects mathematics achievement by influencing mathematics anxiety,which plays an intermediary role between mathematics adversity quotient and mathematics achievement;8)Mathematics adversity quotient can affect mathematics anxiety through mathematics learning self-efficacy,then mathematics anxiety,and finally mathematics achievement,that is to say,mathematics learning self-efficacy and mathematics anxiety play a chain intermediary role between mathematics adversity quotient and mathematics achievement.This study further reveals the mechanism between mathematics adversity quotient and mathematics achievement,and provides theoretical supports for improving students' mathematics learning efficiency and achievement.Finally,this thesis proposes some suggestions from three aspects: improving inverse quotient,enhancing self-efficacy of mathematics learning and alleviating mathematics anxiety.