Research On The Current Situation And Relationship Between Mathematics Positive Psychological Capital And Mathematics Academic Burnout Among Junior High School Students

The prosperity of the country and the revitalization of the nation are inseparable from education.In the general environment of quality education,it is required to diversify the evaluation methods.We should not only pay attention to the summary evaluation（examination results）,but also pay attention to the process evaluation,which is more conducive to the long-term development of students.There is a long way to go.It is particularly important to have positive psychological quality in the face of difficulties and to eliminate negative emotions in the face of difficulties.Psychology and educational circles have also been deeply engaged in this.Scholars,professors and front-line educators attach great importance to the research on positive psychological capital and academic burnout.In the process of mathematics learning,students are often more likely to encounter difficulties and burnout.Therefore,how to guide students to actively deal with and dare to challenge mathematics learning difficulties in the process of mathematics learning;Guiding students to overcome academic burnout in the process of mathematics learning is a problem worthy of attention in mathematics education.This study investigated 411 junior middle school students’ mathematical psychological capital and mathematical academic burnout in three middle schools in Xining City,Qinghai Province 0 software analyzes the current situation,gender and grade differences,correlation and regression analysis of mathematics positive psychological capital and mathematics academic burnout of junior middle school students in Xining.Through the comprehensive processing of the data,the following main conclusions are obtained:（1）Among all junior high school students,mathematical hope is higher than mathematical optimism,higher than mathematical resilience,and higher than mathematical self-efficacy.From the perspective of gender of junior high school students,it can be found that there are significant differences in the dimension of mathematics self-efficacy and mathematics optimism between boys and girls in mathematics positive psychological capital,but there is no significant difference in the dimension of mathematics hope and mathematics resilience.;From the perspective of grade,there is a significant grade difference in mathematics positive psychological capital between the third grade students and the other two grades;there is no significant grade difference between the first and second grade students.（2）In the situation of mathematics academic burnout among all junior high school students,the low achievement in mathematics is higher than the emotional exhaustion in mathematics,and the attitude toward alienation is higher than that in mathematics.From the gender perspective of junior high school boys and girls,it can be found that there are no significant differences in the mathematics emotional exhaustion dimension,mathematics attitude alienation dimension and mathematics low sense of achievement dimension of mathematics academic burnout between junior high school boys and girls;It is found that there is no significant grade difference in mathematics burnout among the three grades of junior high school students.（3）There is a significant negative correlation between mathematics positive psychological capital and mathematics academic burnout among junior high school students.Regarding the mathematics academic performance of junior high school students,both mathematical positive psychological capital and mathematics academic burnout of junior high school students have obvious predictive effects（in which mathematical positive psychological capital is a positive predictor,and mathematics academic burnout is a negative predictor.）,a linear regression equation for math academic performance: Math academic performance = 21.489 + 0.979 ×mathematics positive psychological capital-0.549 ×mathematics academic burnout=30.750+1.982 × mathematics self-efficacy dimension + 0.438 × mathematics resilience dimension-0.591 × mathematics hope dimension + 0.921 × mathematics optimism dimension-0.610 × mathematics emotion exhaustion dimension-0.555× mathematics attitude alienation dimension-0.594 × mathematics emotion exhaustion dimension.