The Influence Of Senior School Students' Math Engagement And Math Self-efficacy On Their Mathematics Academic Achievement

In the age of data,mathematics education has ushered in new opportunities,and it is particularly important to cultivate the ability of students to learn mathematics.Mathematics is one of the three compulsory subjects in the college entrance examination.Student mathematics academic performance is an important indicator of students' mathematics ability,and it can also directly affect students' progress in college.The improvement of mathematics academic performance is the common cause of learners' and educators' wish,but academic performance is affected in many ways.This research focuses on the effect of mathematics engagement and mathematics self-efficacy on mathematics academic performance.With reference to existing research,the mathematics engagement,mathematics self-efficacy questionnaire and self-efficacy evaluation test papers are compiled,and on this basis,through investigations,analysis of high school students the current situation of mathematics engagement and mathematics self-efficacy,analyze the effect of math engagement and math self-efficacy on mathematics academic performance,and clarify the model of the influence of high school students' mathematics learning investment on academic performance.Selected 408 students in the second and third grades of two schools in Gansu Province as the subjects,used survey methods(questionnaire survey method and test method)to study the status quo of high school students' engagement in mathematics and self-efficacy in mathematics,and further explored their investment in mathematics.The influence mechanism on mathematics academic performance.The main research conclusions are as follows:High school students' math engagement is at an intermediate level as a whole,the highest degree of math engagement is intention input,and an average of 1.3 hours per person per day devoted to mathematics learning;high school students' math engagement has no significant differences in gender and liberal arts dimensions,but there are significant differences in grades,school types and academic performance dimensions.High school students' overall mathematical self-efficacy is at an intermediate level,the data analysis literacy efficacy score is the highest,and the mathematical abstraction and mathematical modeling literacy efficacy scores are lower;high school students' mathematical self-efficacy has significant differences in the performance dimension;The mathematics self-efficacy evaluation of high school students is basically accurate,and the accuracy of the self-efficacy evaluation decreases with the increase of the difficulty of mathematics questions.Mathematics engagement positively predicts mathematics academic performance,behavioral engagement and emotional investment are affected by cognitive engagement and intentional engagement,and the four input dimensions work together on mathematics academic performance;mathematical self-efficacy positively predicts mathematics academic performance,six core qualities comprehensively affect mathematics academic performance;mathematics engagement indirectly affects mathematics academic performance through mathematics self-efficacy,and mathematics self-efficacy has a partial mediating effect in the influence of mathematics engagement on mathematics academic performance;math engagement positively predicts mathematics self-efficacy.Based on the research conclusions,three suggestions are put forward: attach importance to students' learning process and increase students' engagement;grasp the characteristics of mathematics subjects to enhance students' self-efficacy in mathematics;rationally apply the influence model to improve students' math academic performance.