A Study On The Motivation Of Mathematical Achievement And The Current Situation And Relationship Of Mathematical Learning Emotions In Junior High School Students

Quality education is a hot topic in recent years,and the concept of comprehensive quality education for students is undoubtedly the best interpretation of the need for education to adapt to the needs of social development.Under the advocacy of quality education,teachers "preach,teach and solve problems",focusing on the cultivation of students’ comprehensive ability,not only intellectual factors,cultivating and developing students’ motivation for mathematical achievement and mathematical learning emotions and other non-intellectual factors can stimulate students’ intellectual factors,so that students can better integrate into mathematical intellectual activities,so as to achieve The development of non-intellectual factors such as motivation and emotion can stimulate students’ intellectual factors and enable them to better integrate into mathematical intellectual activities,thus achieving good learning outcomes.Therefore,it is worth paying attention to and thinking about the current situation of mathematics achievement motivation and learning emotion,exploring the relationship between mathematics achievement motivation and learning emotion and the mediating effect of mathematics achievement between the two by giving full play to the positive effects of students’ mathematics achievement motivation and learning emotion.This study used questionnaires and applied SPSS23.0 statistical software to statistically analyze the current status,gender-grade variability,correlation,linear regression,and mediation effects of mathematics achievement motivation and learning emotions of a total of 462 middle school students in three middle schools in Xining City,Qinghai Province,and drew the following main conclusions.1.The overall performance of middle school students’ achievement motivation in mathematics was good;the mean values of mathematics achievement motivation and its five dimensions（mathematics expected value,mathematics self-efficacy,mathematics cognition,action initiative,and attribution level dimensions）were higher for boys than for girls and the gender differences were significant;the mean values of mathematics achievement motivation and its five dimensions for middle school students decreased with increasing grade level,but only the differences of mathematics cognition,action initiative,and attribution level dimensions were significant.2.The overall performance of middle school students’ mathematics learning emotions was good,but there were no significant gender and grade differences;the significant gender differences were mainly reflected in the positive emotion dimension of mathematics learning outcomes,the negative emotion dimension of mathematics learning outcomes,the relaxation,happiness,and satisfaction factors of positive emotion of mathematics learning（positive emotion of mathematics learning process,positive emotion of mathematics learning outcomes dimension）and the helplessness and shame factors of negative emotion of mathematics learning（negative emotion of mathematics learning process,negative emotion of mathematics learning outcomes dimension）.The significant grade differences were mainly in the negative emotion dimension of mathematics learning process,the hope factor of positive emotion of mathematics learning,the upset,helpless,and bored factor of negative emotion of mathematics learning,and more positive emotions were experienced by the lower grade students than the higher grade students.3.The factors of mathematics achievement motivation and its five dimensions were significantly and positively correlated with mathematics learning emotion;the factors of mathematics learning emotion and mathematics learning positive emotion were significantly and positively correlated with mathematics achievement motivation,and the factors of mathematics learning negative emotion were significantly and negatively correlated with mathematics learning achievement motivation;the factors of mathematics achievement motivation and mathematics learning positive emotion（calm,relaxed,hopeful,proud,happy,and satisfied factors）and the factors of mathematics learning negative emotion（anxiety,helplessness,boredom,shame,and frustration factors）were significantly and positively correlated.factors（calm,relaxed,hopeful,proud,happy,and satisfied factors）and negative emotions of mathematics learning were significantly positively correlated with the factors of upset,helpless,bored,ashamed,and frustrated factors of negative emotions of mathematics learning;through the analysis of mediating effects,mathematics learning emotions could not only directly predict mathematics achievement motivation of junior high school students,but also indirectly predict mathematics achievement motivation through mathematics achievement.