A Study On The Relationship Between Mathematics Learning Burnout, Academic Emotion Regulation Strategies And Mathematics Achievement Of First-year High School Students

Learning burnout is a common phenomenon in the learning process of students.High school mathematics has strict logic and high abstraction,which leads to more setbacks for students and makes them more likely to have burnout psychology.At present,most of the researches only focus on the general performance of learning burnout of high school students,but do not specifically include learning burnout in mathematics.On the other hand,in recent years,the investigation and analysis of academic emotions has become a hot topic in education research,but there are few researches on the strategies for regulating academic emotions.It is helpful to stimulate students' learning enthusiasm by improving students' application level of mathematical academic emotion regulation strategy and encouraging students to maintain positive academic emotion in the learning process.In view of this,it is of great practical significance to discuss the current situation of mathematics learning burnout of students and the application level of academic emotion regulation strategies.This research mainly through literature analysis,questionnaire investigation and data analysis,to Nanjing high student's mathematics learning burnout,investigate the academic level of emotion regulation strategy use,and to explore mathematical learning burnout,studies the correlation of emotion regulation strategies and math scores and influence mechanism,at the same time check whether there is any intermediary effect between the two variables and performance.The main conclusions of this study are as follows:(1)The overall mathematics learning burnout of senior high school students is in the lower middle level;There is no significant difference in mathematics learning burnout and sub-dimensions between the sexes,but the scores of girls in each dimension are all higher than those of boys.(2)Senior one students' overall use of emotion regulation strategies in mathematics is at a relatively high level;Male and female students had significant differences in cognitive reappraisal dimension,but had no significant differences in other dimensions and total scores.The female students scored higher than the male students in the dimension of seeking support and lower than the male students in the other dimensions and the total score of mathematical academic emotional regulation strategy.(3)There is a significant negative correlation between math learning burnout and math achievement,and a significant positive correlation between the score of math academic emotion regulation strategy and math achievement.Both of them can predict students' math achievement,among which math learning burnout has a more obvious effect on students' math achievement.(4)Both math learning burnout and math academic emotional regulation strategies have an impact on students' math scores.Among them,math learning burnout has an impact on students' math scores with math academic emotional regulation strategies as a mediating variable,and the mediating effect ratio is 12.64%.The mathematics academic emotion regulation strategy takes mathematics learning burnout as the mediating variable to have an impact on academic performance,and the mediating effect proportion is68.84%,both of which are incomplete mediating effects.(5)Alleviating the mathematics learning burnout level of senior high school students and improving the application level of emotion regulation strategies in mathematics studies are conducive to improving students' mathematics performance.