A Study On The Relationship Between Academic Emotions And Learning Engagement And Academic Performance In Mathematics Among Senior High School Students

As a vital evaluation index to measure students’ learning outcomes and the quality of school education and teaching,academic achievement has always been highly concerned.The study of academic achievement inevitably points to the study of various factors in the learning process,and if the non-intellectual factors in the learning process are used effectively,the quality of learning can be optimized and the effectiveness of learning can be enhanced.This study focuses on the relationship between academic emotions,engagement in mathematics learning and academic achievement in mathematics.Based on the empirical research paradigm,the article examines three main components: the current characteristics of senior high school students’ academic emotions,mathematics learning engagement and mathematics academic achievement;the relationship between academic emotions,mathematics learning engagement and mathematics academic achievement;the relationship between academic emotions,mathematics learning engagement and mathematics academic achievement;and whether mathematics learning engagement is a mediating factor between academic emotions and mathematics academic achievement.The study is conducted to examine whether mathematics learning engagement is a mediating factor between mathematics academic emotions and mathematics academic achievement.Based on the analysis of the literature related to academic emotions and learning engagement,a validity questionnaire on mathematics academic emotions and a questionnaire on mathematics learning engagement for senior high school students was developed.The 367 valid questionnaires were subjected to descriptive statistics,independent samples t-test,one-way ANOVA,correlation analysis and Bootstrap mediating effect test.The conclusions are as follows:(1)The academic emotions of senior high school students in mathematics are at a moderate level.Male students showed more positive emotions in mathematics learning;Grade 10 students outperformed other grades in mathematics academic emotions;students in provincial model senior high school had more positive academic emotions in mathematics learning;and students whose class teachers were mathematics teachers were more dominant in emotion management and regulation.(2)Senior high school students’ mathematics learning engagement are in a middle degree.Compared with girls,boys have higher commitment and interest to study;Grade10 students were more engaged in learning mathematics and in the three sub-dimensions of behavioral,cognitive and social engagement than other grades.(3)There are noteworthy differences in mathematics academic achievement among senior high school students based on gender and other factors.And among mathematics academic emotions,math learning engagement and mathematics academic record,they have significant correlation with each other.(4)Senior high school students’ mathematics learning engagement plays a partial intermediate role between the other two.That is to say,their math academic performance is not just directly affected by math academic emotions,it could be influenced by intervening the commitment to math learning as well.Finally,based on the findings of the study,effective strategies to stimulate students’ positive academic emotions,improve their engagement in learning and promote their overall development are proposed for reference by front-line teachers and educators.