A Study On The Effect Of High School Students’ Self Efficacy On Mathematical Problem Solving Ability

Self-efficacy is a concept proposed by American psychologist Bandura.It initially refers to the individual’s prediction of whether he can complete the task in a certain field of work.The concept of self-efficacy is also one of the core components of non intellectual factors.When it is used in the field of mathematics education,it is defined as when a person faces a specific mathematical task or mathematical problem,The prediction of whether they can complete or solve the task,also known as mathematical self-efficacy,belongs to the part of individual self-monitoring.In a narrow sense,mathematical self-efficacy is a subjective judgment of learners on their mathematical academic achievements.This article first reviews the literature on mathematical self-efficacy in recent years using literature analysis methods,and then develops the "High School Student Mathematical self-efficacy Questionnaire" and the "Trigonometric Function Problem Solving Test",which are used in the final stage of the test.The main purpose of this paper is to answer the following questions:(1)What is the overall level of self-efficacy and triangular problem solving of high school students?(2)What is the correlation between high school students’self-efficacy and triangular problem solving ability?(3)Can effective strategies be put forward to affect students’ self-efficacy,which will help improve their ability to solve problems?Based on questionnaire data analysis and case interview analysis,the following results were obtained:(1)The overall mathematical self-efficacy of students is at a moderate level,and their ability to solve trigonometric functions is between the passing line and the line of excellence.There are significant differences in mathematical self-efficacy at different difficulty levels,And mathematical self actualization between genders.(2)The calibration of mathematical self-efficacy generally shows the same deviation,but for different difficulty problems,students’ judgments of trigonometric function problem-solving ability are different:on simple questions,students show slight underestimation;On moderate questions,there is a moderate underestimation phenomenon;However,there is a consistent phenomenon of bias towards biased problems.In addition,boys are more likely to overestimate their ability to solve trigonometric functions,while girls tend to underestimate their level(3)Mathematical self-efficacy and its deviation will have positive and negative effects on students’trigonometric function problem-solving respectively.There gression equation Y=7.816+X1-X2 is obtained through analysis,where X1 and X2 respectively represent mathematical self-efficacy and efficiency deviation,and Y represents students’ trigonometric function problem-solving ability.Finally,teaching suggestions and strategies are proposed based on the research results,and its application process is presented in the form of teaching design.