An Investigation Of The Relationship Between High School Students' Mathematics Learning Motivation And Academic Performance

With the deepening of education reform,the Ministry of education has adjusted and revised the curriculum standard of senior high school mathematics for many times on the basis of emphasizing the core quality of mathematics subject,focusing on the starting point and the foothold of improving the students' practical ability to analyze and solve problems.The idea of curriculum reform is gradually popular among the people,but many students are still confused about the study of mathematics,especially the freshmen in the first year of senior high school,because it is difficult to adapt to the new learning mode and rhythm for a while,resulting in obvious fluctuations in their academic performance,even cliff style landslides.Through the in-depth investigation and research of teachers,it is found that the cause of this situation is the decline of students' subjective initiative in mathematics learning,that is,there is a certain relationship between learning motivation and learning achievement.The study of learning motivation is not only the need of reform but also the need of cultivating students' autonomous learning ability.In this paper,1023 students in three grades of a high school in Jinghai District of Tianjin were investigated by questionnaire.The questionnaire is mainly about the characteristics of learning motivation,the factors that affect learning motivation and the regulation of learning motivation.The researcher makes quantitative and qualitative analysis on the data obtained from the survey,and analyzes and discusses the relationship between gender,grade,learning motivation and performance respectively.The quantitative analysis is based on SPSS data analysis software.Through the statistical analysis of a large number of sample data,we can find that: on the whole,there is a positive correlation between learning motivation and learning achievement: the stronger the learning motivation is,the higher the learning achievement is;and vice versa.In different grades,the learning motivation of different genders is mainly reflected in the characteristics that senior three is weaker than senior one and senior two,and boys are stronger than girls.In view of these findings,the author puts forward some strategies to improve students' learning motivation on the basis of many years of teaching experience.In this paper,empirical research,learning motivation has a certain impact on learning performance,and put forward strategies to improve learning motivation.It is helpful for the front-line teachers to help students better attribute andregulate their own motivation in the teaching practice,so as to improve their mathematics learning effect.