Research On The Relationship Between High School Students' Mathematics Teacher Support, Mathematics Self-efficacy And Mathematics Academic Performanc

Perception of mathematics teachers' supporting,including autonomous support,cognitive support and emotional support.Mathematics self-efficacy is defined as:In the process of mathematics learning,learners can successfully solve mathematical problems,complete the mathematical tasks related to the ability of self-belief.Perception of mathematics teachers' supporting and mathematics self-efficacy have great influence on mathematics academic achievement.Through questionnaires and interviews,this study explored the relationship between senior high school students' perceived mathematics teacher's support and mathematics self-efficacy and mathematics academic achievement.To improve students perception of mathematics teacher support,thereby improving students' mathematical self-efficacy,enhance students' confidence in mathematics learning,and ultimately improve students' mathematical academic results.The main research questions include:(1)What is the status of high school students' perceived mathematics teacher support and mathematics self-efficacy?(2)How do high school students' perceived mathematics teacher support and mathematics self-efficacy affect their mathematics achievement?(3)Does mathematics self-efficacy play a intermediary role between perceived mathematics teacher support and mathematics academic achievement?In this study,519 students were randomly selected from 4 classes of Grade1,Grade 2 and Grade 3 in a middle school in Tianjin.The questionnaire is based on the "The Perceived Mathematics Teacher Support Questionnaire" compiled by Gong Shaoying and others and the "The Mathematical Self-efficacy Scale" adapted by Wang Kairong.To investigate the relationship among perceived mathematics teacher support,mathematics self-efficacy and mathematics achievement of senior high school students.In addition,the study randomly selected 15 students who were stable in the questionnaire were interviewed.The present situation and improvement strategies of senior high school students' perceived mathematics teacher support and mathematics self-efficacy were interviewed.Through the analysis of the following research conclusions:1.High school students perceived mathematics teacher support,mathematics self-efficacy status.In general,high school students in the mathematics learning process in the perception of mathematics teachers support good.In the three sub-dimensions,the perceived mathematics teachers' cognitive support score is higher,while the senior high school students' perceived mathematics teacher's emotional support and perceived math teacher's cognitive support scores are lower.In general,high school students' mathematics self-efficacy scores are generally low,in two sub-dimensions,The scores of mathematics learning ability self-efficacy and mathematics learning behavior self-efficacy of senior middle school students are low,indicating that students lack confidence in mathematics learning.2.The Relationship among Perceived Mathematics Teacher Support,Mathematics Self-Efficacy and Mathematical Academic Achievement of Senior High School Students;There was a significant positive correlation between mathematical academic achievement and perceived mathematics teacher support.There was a significant positive correlation between the mathematics academic achievement of senior high school students and mathematics self-efficacy and sub-dimensions.Mathematics self-efficacy of senior middle school students was positively correlated with perceived mathematics teacher support and each sub-dimension.3.High school students' mathematical self-efficacy partly mediates the relationship between perceived mathematics teacher support and mathematics academic achievementThe enlightenment of the study: On the basis of paying attention to the grade difference,strengthen the two-way interaction between mathematics teachers and all students to improve the perceived mathematics teacher emotional support;Flexible use of teaching methods and educational software and other auxiliary teaching,revitalizing mathematics classroom to enhance cognitive support of mathematics teachers;To provide the students with appropriate models and carry out successful education to improve the self-efficacy of mathematics learning ability;For students to customize personalized questions to improve the self-efficacy of mathematics learning behavior.