Research On The Relationship Between Mathematics Anxiety And Mathematics Achievement Of Rural Junior Middle School Students

As the "demographic dividend" gradually disappears and capital returns gradually decrease,China's economic growth rate continues to slow down.The new round of economic growth needs to rely on the "high-tech" quality of human capital-science and technology talents to promote.However,China's current scientific and technological talent reserves are still insufficient to meet the country's economic development needs.Paying attention to mathematics education is the key to stocking scientific and technical talents.Although mathematics educators in China have been working hard to improve and improve the quality of mathematics education in China,the mathematics level of the rural population,which accounts for 41%of China's total population,has been low.This phenomenon is not conducive to the reserve of science and technology talents in China,which is not conducive to China.Achieve a new round of economic growth and balanced development.Numerous studies have shown that mathematical anxiety is an important factor influencing low levels of mathematics.Based on the survey data of 10426 junior high school students in rural areas of northwest China,this study analyzes the quasi-causal relationship between mathematics anxiety and mathematics achievement of rural junior middle school students based on the full understanding of the status of mathematics anxiety and mathematics achievement of rural junior middle school students in China.Source,and study the heterogeneity between the two characteristics of students in different characteristics,to provide an empirical basis for improving the mathematics performance of rural junior high school students and reducing mathematics anxiety.In this study,the cross-lag multivariate regression model was used to analyze the quasi-causal relationship between the mathematical anxiety and the mathematics scores.The results of this study show that:First,nearly half of the students expressed their anxiety and concern about mathematics learning.Secondly,under the condition of controlling other relevant factors,the mathematics anxiety and mathematics scores of rural junior high school students can be significantly negatively predicted,and the mathematics scores have a stronger predictive effect on mathematics anxiety.At the same time,mathematics anxiety comes not only from absolute scores,but also from relative scores.Finally,the relationship between mathematical anxiety and mathematics scores that can be significantly negatively predicted is different between students of different genders and different family assets,among students with different accommodation status,different mothers' education levels,and different fathers' education levels.There is no difference between them.Based on the conclusions of this study,the author proposes the following five suggestions.First,the entire social environment,school teachers,parents should change their prejudice to ease the anxiety of girls in mathematics learning.Second,the earlier the intervention program aimed at improving the mathematics scores of rural junior high school students and alleviating the mathematics anxiety of rural junior high school students,the better the implementation,especially for the mathematics achievements of rural junior high school students.Third,weakening the negative impact of rankings on students,and innovating the evaluation system for students.Fourth,school teachers and parents should pay more attention to boys with high levels of math anxiety.Fifth,the government,all walks of life,and schools should pay more attention to poor rural students and break the vicious circle of impoverished students' mathematics anxiety and mathematics achievements as soon as possible.