Study On The Relationship Between Non-intelligence Factors Of Mathematics Learning And Mathematics Self-monitoring Ability In High School Students

Metacognitive ability is an important factor affecting students' learning effect,and self-monitoring ability,as the core of metacognitive ability,plays a key role in mathematics learning.Relevant research shows that many non-intelligence factors such as students' will and personality play a vital role in students' mathematics learning,and correspondingly affect their self-monitoring ability.The purpose of this study is to find out the correlation between the non-intelligence factors of high school students' mathematics learning and the ability of mathematics self-monitoring,and then from the non-intelligence factors,put forward some suggestions to enhance the ability of mathematics self-monitoring.In this study,five key classes,three parallel classes,a total of eight classes of senior two students in a high school in Wuhan city were selected as the research objects.Using the empirical research method,the characteristics and differences of non-intelligence factors and mathematical self-monitoring ability of students in gender and class level were investigated,and the correlation between them was explored(1)On the whole,the level of non-intelligence factors of senior high school students is relatively high,specific to each dimension,the average score of attitude dimension is the highest,while the emotional dimension is the lowest.At the gender level,there are significant differences in the overall level of non-intelligence factors between male and female students,and there are also significant differences in motivation,personality and emotional dimensions;at the class level,there are significant differences in the overall level of non-intelligence factors between parallel classes and key classes,and there are also significant differences in all dimensions except will.(2)The overall level of students' mathematical self-monitoring ability is high,specific to each dimension,the average score of adjustment dimension is the highest,while the evaluation dimension is the lowest.On the gender level,although there is no significant difference in the overall level of mathematics self-monitoring ability between male and female students,there are significant differences in the three dimensions of inspection,management and evaluation;on the class level,there are significant differences in the overall level of mathematics self-monitoring ability between parallel classes and key classes,and there are also significant differences in all dimensions except the plan.(3)The correlation coefficient between non intelligence factors and mathematical self-monitoring ability is 0.675,which shows that there is a strong positive correlation between them;specific to each dimension of non-intelligence factors,attitude has the highest correlation with mathematical self-monitoring ability,with the correlation coefficient of 0.642;followed by motivation dimension,with the correlation coefficient of 0.589;personality has the highest correlation with mathematical self-monitoring ability 566;the correlation coefficient between emotion and mathematical self-monitoring ability was 0.483;the correlation coefficient between will and mathematical self-monitoring ability was 0.428(4)The univariate linear regression equation between the level of non-intelligence factors and mathematics self-monitoring ability of senior high school students is as follows y=0.752x+0.802.Among the non-intelligence factors of high school students,the multiple linear regression equation of attitude,motivation,emotion,character,will and mathematical self-monitoring ability is as follows y=0.409x1+0.095x2+0.015x3+0.232x4+0.023x5+0.529.