Research On Junior Middle School Students' Mathematical Cognitive Beliefs,Mathematical Academic Stress And Their Relationship

Both mathematical epistemic belief and mathematical academic pressure influence students' mathematical learning imperceptibly.Effective mathematical epistemic belief and appropriate mathematical academic pressure can help students to learn mathematics,while ineffective mathematical epistemic belief and excessive mathematical academic pressure can affect students' mathematical learning.In order to have a comprehensive understanding of junior high school students' mathematical epistemic beliefs and mathematical academic pressure,this study analyzes junior high school students' mathematical epistemic beliefs and mathematical academic pressure,so as to explore whether there is a relationship between mathematical epistemic beliefs and mathematical academic pressure.Therefore,the author takes Xichuan Middle School in Xining city as an example to conduct a questionnaire survey on junior middle school students' mathematical cognitive beliefs and mathematical academic pressure.Based on the obtained data,detailed analysis and research are conducted,and the conclusions are as follows:(1)Different grades,students experience different mathematics academic pressures.Rank the students' mathematical cognitive beliefs from grade: grade 9,Grade 7,Grade 8.It can be seen from the research data that the eighth grade is the turning and critical period of the whole junior middle school students.The belief of knowledge stability was the worst among the students' mathematical cognition belief in junior middle school.There was no significant difference between genders in mathematical cognition belief.(2)Students in different grades have different academic pressure on mathematics;There was no significant difference in math academic pressure between boys and girls in junior middle school.After grouping the students by grade,it can be seen that the overall pressure of mathematics study of the students is on the rise,and the order from high to low is: grade 9,Grade 8,Grade 7.From the source of pressure,the seventh grade students' parents have the greatest pressure,teachers have the least pressure;Grade 8 students had the highest teacher stress and the lowest social stress.Grade 9students had the most self-stress and the least social stress.(3)According to the data,from grade seven to grade eight,students' belief in mathematics cognition decreases with the increase of mathematics academic pressure,and from grade eight to grade nine,students' belief in mathematics cognition increases with the increase of mathematics academic pressure.There is a significant positive correlation between mathematics academic pressure and the five dimensions of mathematics cognitive belief.There is significant positive correlation between the four dimensions of mathematics academic stress and mathematics cognitive belief.Based on the above conclusions,it is suggested that teachers should set up their own effective beliefs,high-quality class environment will also affect students' belief in mathematics cognition,correctly view mathematics academic pressure and carry out psychological health education,home and school to help students learn mathematics better.