Liangshan Junior High School Students' Mathematics Adversity Quotient,mathematics Anxiety,mathematics Self-efficacy And Their Influence On Mathematics Performance

It is clearly stated in Mathematics Curriculum Standard for Compulsory Education that students' will power to overcome difficulties should be strengthened during the process of mathematics learning.Cultivating students' mathematics adversity quotient is bound to become an important task of contemporary quality education.Due to the relatively backward educational level in Liangshan area of Sichuan Province,it is harder for students there to learn mathematics,and easier for them to fall into the adversity of mathematics learning.Whether students are able to overcome difficulties is particularly important in their mathematics learning.Therefore,this study takes junior high school students in Liangshan area as the research object and investigates their mathematics adversity quotient,mathematics anxiety and mathematics self-efficacy,and then analyzes the multiple mediating roles of mathematics self-efficacy and mathematics anxiety in the relationship between mathematics adversity quotient and mathematics performance.In the formal study,a total of 1600 junior high school students from 4 junior high schools in Liangshan area were selected by convenient sampling for questionnaire survey.SPSS21.0 and MPLUS7.0 were used for descriptive statistical analysis,difference analysis and mediating effect analysis of the survey data.The main research conclusions can be drawn as follows:(1)The mathematics adversity quotient and mathematics self-efficacy of junior high school students in Liangshan area were slightly above the middle level,and their mathematics anxiety was slightly below the middle level.(2)In Liangshan area,junior high school students of Han nationality had significantly higher mathematics adversity quotient than their counterparts of Yi nationality.There were no significant differences in mathematics anxiety and mathematics self-efficacy between Han and Yi students.Moreover,boys' mathematics self-efficacy was significantly higher than girls',but boys' mathematics anxiety was significantly lower than girls'.There was no significant difference between boys and girls in mathematics adversity quotient;significant differences in mathematics adversity quotient existed among groups in both father's language and mother's language,significant differences in mathematics self-efficacy existed among groups in mother's language,but no significant difference for groups in father's language,and there were no significant differences in mathematics anxiety among groups in both father's language and mother's language.(3)Mathematics adversity quotient can affect mathematics performance through four paths.It can directly affect mathematics performance,and it can also indirectly affect mathematics performance through separate mediations of mathematics self-efficacy and mathematics anxiety,as well as a chained mediation together.Mathematical self-efficacy had a significant mediating effect on the relationship between mathematics adversity quotient and mathematical performance;mathematics anxiety had a significant mediating effect on the relationship between mathematics adversity quotient and mathematical performance;mathematics adversity quotient can be through the chain mediation of mathematical self-efficacy and mathematical anxiety Indirectly affect mathematics performance.