The Correlation Between High School Students' Mathematics Cognition Belief And Learning Motivation And Its Influence On Mathematics Academic Performance

Mathematical epistemic beliefs and learning motivation play a very important role in the learning process of senior high school students.The study of students' beliefs and motivations can help us to better understand students' internal learning state and cognitive mechanism,and provide theoretical guidance and help for teaching and learning activities.Therefore,it is necessary to study the correlation between belief and motivation and its influence on students' mathematics academic performance.Based on a large number of literature and theoretical analysis,two questionnaires of mathematical epistemology belief and learning motivation were compiled in this study.A total of 261 senior high school students in Nanjing were selected to measure their beliefs and motivations.SPSS 25 software is used to process the collected data,understand the current situation,and analyze from the aspects of gender,grade and performance.The conclusions are as follows:(1)Senior high school students have positive mathematical cognitive beliefs,with a high level;gender differences are significant,boys' motivation level is higher than girls;grade differences are significant,showing a trend of decreasing with the increase of grade;students with different grades have significant differences,students with high academic performance have a high level of belief.(2)The performance of mathematics learning motivation of senior high school students is above average;the gender difference is significant,boys' motivation is stronger than girls;the grade difference is significant,grade one is better than grade two and grade three;the better the academic performance,the higher the level of mathematical learning motivation.(3)There is a significant correlation between mathematical cognitive beliefs and mathematical learning motivation,and there is a causal relationship between them.(4)Under the interaction analysis,the mathematics cognition belief and learning motivation have significant influence on mathematics academic performance,and have a certain predictive effect.Based on the above analysis results and the current situation of teaching,some teaching suggestions are put forward to improve students' mathematical knowledge and belief and improve students' mathematical learning motivation for teachers to refer to in teaching practice.