Investigation On Perceived Academic Self-efficacy Of High School Students In Mathematics Learning

Learning self-efficacy refers to an individual's academic ability belief,which is a subjective judgement of the individual to control their learning behavior and learning ability,and it's also the performance of self-efficacy in the field of learning.Learning self-efficacy is an important basis for learners' learning behavior and an important variable for students to obtain good academic performance and ensure their mental health.Specifically,mathematics learning self-efficacy refers to the assessment of learners' ability when they complete mathematics learning tasks,which is of great significance to mathematics learning.Based on the research results of others,combined with the characteristics of mathematics,this study uses the methods of literature research,questionnaire survey,interview and data statistics to investigate and study the current situation of high school students' mathematics learning self-efficacy.Through the analysis of its influencing factors,this paper gives targeted training suggestions,in order to provide reference for teaching and learning behavior to improve teaching.Based on the understanding of self-efficacy theory,attribution theory and motivation reinforcement theory,this paper develops and forms a questionnaire of high school students' mathematics learning self-efficacy with good reliability and validity.Through the use of selfdesigned questionnaire to survey high school students in H Province,the conclusions are as follows:(1)High school students' mathematics learning self-efficacy in general is at a medium low level;(2)The self-efficacy of high school students' mathematics learning has no significant difference in the scores in all dimensions,and the lowest score is in the sense of belief in mathematics learning results;(3)There are gender differences in high school students' mathematics learning self-efficacy,and boys' mathematics learning self-efficacy is higher than girls;(4)High school students' mathematics learning self-efficacy has significant difference in grade,and the lowest in grade one,the highest in grade three;(5)There is a significant difference in the academic level of high school students' mathematics learning self-efficacy.The higher the mathematics academic level,the higher the mathematics learning self-efficacy;(6)There is no significant difference between high school students' mathematics learning self-efficacy and different mathematics teachers' teaching styles;(7)Different teacher-student relationship has an impact on high school students' mathematics learning self-efficacy.The better the relationship with mathematics teachers,the higher the mathematics learning self-efficacy.Based on the above survey results,we found that high school students' mathematics learning self-efficacy is affected by both their own factors and external factors.Therefore,this study puts forward the following suggestions:(1)Help students create opportunities for successful experience;(2)Cultivate students' positive attribution style;(3)Looking for alternative experience and setting an example;(4)Create a relaxed and pleasant learning atmosphere.