A Study On The Relationship Between Inverse Quotient, Interest, Emotion And Academic Achievement In Mathematics Learning

Academic achievement is a quantitative description of a student 's learning status at a certain stage and it is an important index to evaluate whether students' mathematics studies are good or not.How to improve the academic achievement of junior high school students scientifically has always been a concern of the education and psychology circles.Academic activity is a complex process in which intellectual and non-intellectual factors work together.As a very important non-intelligent factor to adjust the learning effect,adverse quotient,interest and emotion have received relatively high attention.Therefore,this article uses the questionnaire survey to randomly select 608 students from three junior high schools in Xining City to explore the relationship between inverse quotient,interest,emotion and academic performance in their mathematics learning.The data is mainly processed by Spss and Amos software,and the following main conclusions are drawn:(1)The overall situation of inverse quotient in mathematics of junior high school students is good,.There are significant gender differences,grade differences,and academic level differences in junior high school students' mathematical inverse quotient;(2)The interest level of junior high school students in mathematics learning is low,there is no significant gender and grade difference;there is a significant academic level difference.(3)There is no significant gender difference in the emotion of junior high school students in mathematics,and there are significant differences in grades and academic levels.(4)The inverse quotient,interest,emotion,and academic achievement of junior middle school students are significantly related to each other.The specific performance is as follows: the inverse quotient and various dimensions are significantly positively related to academic achievement,and the learning interest is significantly positively related to academic achievement,Positive academic emotions(Positive high arousal emotions,Positive low arousal emotions)were significantly positively correlated with academic achievement,and negative academic emotions(negative high arousal emotions,negative low arousal emotions)were significantly negatively correlated with academic achievement.(5)In mathematics learning,inverse quotient,interest,and positive academic emotion have a significantly positively predictive effect on academic achievement,and negative academic mood has a significantly negatively predictive effect on academic achievement.(6)When mathematics learning interests and academic emotions(positive academic emotions,negative academic emotions)were used as the mediate variables of mathematical inverse quotient to predict academic achievement alone and together,the mediate effect is significant;when mathematical inverse quotients,academic emotions(positive academic emotions,negative academic emotions)were used as the mediate variable of learning interest to predict academic achievement.alone or together,the mediate effect is significant;when mathematics inverse quotient and learning interest were used as the mediate variable of academic emotion(positive academic emotion,negative academic emotion)prediction of academic achievement alone and together,The mediate effect is significant.