A Research On The Influence Mechanism Of Parents' Autonomous Support On Mathematics Academic Performance Of Urban And Rural Junior High School Students

With the advancement of the new curriculum reform,great changes have taken place in the evaluation mechanism and learning methods.The pressure of junior high school students to enter a higher school is increasing,and mathematics academic performance affects students' entering a higher school.In this transformation stage,how to effectively improve students' mathematics academic performance has become a concern of parents and schools.Therefore,it is very important to explore the internal mechanism and external conditions to promote students' mathematics academic performance.What is the status quo of parents' self support,self-determination and engagement in mathematics learning of junior middle school students in Guangxi? Do self-determination of mathematics learning and mathematics learning engagement play a mediating role in parental autonomy support and mathematics academic performance?Does self-determination of mathematics learning regulate the relationship between parental autonomy support and mathematics achievement? Does the moderating effect of junior high school students' mathematics learning self-determination on the relationship between parents' autonomous support and mathematics academic achievement play a mediating role through mathematics learning investment? In order to understand the above problems,this paper takes junior high school students as the research object.Based on the self-determination theory,the study analyzed the influence mechanism of junior high school students' mathematics academic performance,on the basis of clarifying the direct influence effect of parents' autonomous support on academic performance,focuses on the function mechanism of mathematics learning self-determination and mathematics learning engagement in the relationship between them.In order to understand the status quo of junior high school students' parents' self-support,self-determination in mathematics learning and engagement in mathematics learning,and to test related research hypotheses.This study used SPSS22.0 software to conduct descriptive statistics,independent sample t-test,correlation analysis and regression analysis on 671 valid questionnaire data.It analyzed junior high school students' parents' self-support,self-determination in mathematics learning and engagement in mathematics learning.The status quo of self-determination,engagement in mathematics learning.Their correlation and influence with mathematics academic performance,as well as the moderating role of self-determination in mathematics learning.This paper uses AMOS24.0 software to analyze the data by structural equation model,and analyzes the mediating role of mathematics learning self-determination and mathematics learning investment.(1)The parental autonomy support of junior high school students is above the middle level.The majority of junior high school students tend to self-determination in mathematics learning,and their mathematics learning is mainly self-regulation.The average level of mathematics learning engagement and its dimensions are in a high state.(2)There are no significant differences in gender,grade and only child status,but there are significant differences in family location,school location and parents' educational level.There are significant differences in gender and family location in control regulation,but no significant differences in other aspects.There are significant differences in family location,school location,only child status and mother's educational level in autonomy regulation,but no significant differences in other aspects.There are significant differences in family location,school location,only child status and father's education level,but no significant differences in other aspects.(3)There was a significant negative correlation between parental autonomy support and control regulation(relative to autonomy regulation),and a significant positive correlation between parental autonomy support and autonomy regulation(relative to control regulation),mathematics learning engagement and mathematics academic achievement.There was a significant negative correlation between control regulation and mathematics learning engagement.There is a significant positive correlation between autonomy regulation and mathematics learning engagement and mathematics academic achievement.There is a significant positive correlation between mathematics learning engagement and mathematics academic achievement.(4)Parental autonomy support has a positive impact on mathematics academic performance.Parental autonomy support has a negative(/positive)effect on control regulation.The results show that control regulation(or autonomy regulation)can negatively affect mathematics academic performance.Parental autonomy support has a positive impact on mathematics learning engagement.(5)Control regulation plays a mediating role in the relationship between parental autonomy support and mathematics achievement.The role of autonomy regulation in the relationship between parental autonomy support and mathematics academic achievement is contradictory.Mathematics learning engagement plays a partial mediating role in the relationship between parental autonomy support and mathematics academic achievement.There are chain mediating effects between parental autonomy support and mathematics academic achievement.(6)The second half path of the positive regulatory model of regulatory regulation,that is,regulatory regulation,plays a positive regulatory role in the relationship between mathematics learning engagement and mathematics academic performance.Autonomy regulation plays a regulatory role in the relationship between parental autonomy support and mathematics academic achievement.The first half path of the negative regulation model of autonomy regulation,that is,autonomy regulation plays a negative regulatory role in the relationship between parental autonomy support and mathematics learning engagement.(7)In rural junior high school students,the control regulation moderates the direct effect of parental autonomy support and mathematics academic performance,and the second half path of mathematics learning investment in parental autonomy support and mathematics academic performance;In urban junior high school students,regulatory regulation only regulates the direct path of parental self support on mathematics academic performance,but does not show the mediating effect.In rural junior high school students,autonomy regulation only regulates the first half of the path of mathematics learning investment in parents' autonomous support and mathematics academic performance,but the direct effect is not significant;In urban junior high school students,autonomy regulation only regulates the direct path of parents' autonomous support to mathematics academic achievement.To further improve junior high school students' mathematics academic performance,this paper provides beneficial enlightenment: enhance the level of parents' independent support to improve students' mathematics academic performance;Make full use of the mediating relationship between mathematics learning self-determination and learning engagement to improve students' academic performance from multiple perspectives;Pay attention to the control regulation and combine the independent regulation;In order to improve the low autonomy and adjust the academic performance of junior high school students,we should improve the level of mathematics learning investment of rural junior high school students,strengthen the autonomous support of urban parents.