Research On The Influence Of Perceptual Mathematics Teacher Support On Mathematics Academic Procrastination In High School Students

In mathematics learning activities,learning procrastination is an irrational behavior,which not only affects high school students to complete mathematics,but also hinders them to achieve their own goals,and will give individuals bad emotional state.In the era of high efficiency,mathematics academic procrastination should be paid attention to.Teachers are the most important social subject in the school environment,the important source of social support,as well as the planner,organizer,guide and practitioner of teaching activities.Social support from teachers plays a very important role in students’ academic behavior and learning results.Therefore,this study to high school students as the research object,based on the social support theory,self-determination theory and the theory of achievement goal orientation,specific to mathematical disciplines,reveal the high school mathematics teachers’ perception support for mathematics learning mechanism,the influence of delay to study for high school and high school education teaching to provide some meaningful reference.On the foundation of theoretical basis and literature review,this study established a model of the influence of perceptual mathematics teacher support on mathematics academic procrastination of senior high school students.To explore whether mastery approach goal,mastery avoidance goal,achievement approach goal and achievement avoidance goal play a mediating role in the relationship between perceived mathematics teacher support and mathematics academic procrastination.This study collected 866 valid questionnaires through questionnaire survey,and mainly drew the following conclusions:（1）High school students’ perceptual math teacher support is above average level;Mathematics achievement target orientation is above average level;Mathematics academic procrastination is above average level.（2）There are significant differences in gender,family location and class cadre in high school students’ perception of math teacher support;There is no significant difference in grade and only child of senior high school students’ perceived support of math teachers.（3）There is no significant difference in gender,family location,only child or class leader;There are significant differences in the grade of mathematics achievement goal orientation of senior high school students.（4）There is no significant difference in gender and class leadership in mathematics academic procrastination of senior high school students;There are significant differences in grade,family location and whether the students are the only child.（5）There is a significant negative correlation between high school students’ perceived math teacher support and mathematics academic procrastination.（6）High school students’ perceived math teacher support has a negative predictive effect on mathematics academic procrastination;Mastery approach goal can negatively predict mathematics academic procrastination.Mastery of avoidance goal can positively predict mathematics academic procrastination.Achievement approaching goal has a negative predictive effect on mathematics academic procrastination;Achievement avoidance goal can positively predict mathematics academic procrastination.（7）There was a masking effect on perceived mathematics teacher support and mathematics academic procrastination;The relationship between perceived mathematics teacher support and perceived mathematics academic procrastination was partially mediated by mastering avoidance goals.There is a masking effect on perceived mathematics teacher support and mathematics academic procrastination.Achievement avoidance goals partially mediated perceived math teacher support and mathematics academic procrastination.This study provides useful implications for further inhibiting students’ mathematics academic procrastination :（1）mathematics teachers should fully recognize the important role of supporting students’ basic psychological needs and actively provide effective support;（2）Attention should be paid to emotional support,autonomous support and cognitive support to promote students’ learning;（3）Set up positive and reasonable achievement goal orientation,correctly view the role of different types of achievement goal orientation;（4）Improve the implementation and monitoring of mathematics academic tasks,strengthen the ability of self-regulation.