The Relationship Between Achievement Goal Orientation And Mathematics Learning Engagement Of High School Students:the Mediating Role Of Academic Emotion

The reform of mathematics curriculum advocates a "student-centered" education concept,which indicates that increasing students’ learning engagement and mobilizing their subjective initiative have become necessary pursuits of mathematics curriculum reform.However,it is common for students to feel exhausted and not engaged in mathematics learning.Therefore,how to improve the level of mathematical learning engagement among middle school students has become a very worthwhile issue to explore.This study takes mathematical learning engagement as the starting point to explore the effects of achievement goal orientation and academic emotions on mathematical learning engagement,as well as the mediating role of academic emotions in it.This study conducted a survey on 557 students from three high schools in Tongliao City using the "Mathematics Achievement Goals Questionnaire","Mathematics Learning Engagement Questionnaire",and "Mathematics Academic Emotion Questionnaire".The collected data was statistically analyzed using SPSS 26.0,and interviews were conducted to ensure the validity of the study.The following conclusion is drawn:(1)Achievement goal orientation: There is no significant gender difference in achievement goal orientation;The goal of academic progress for students in second and third year of high school is significantly higher than that of students in first year of high school,and the goal of mastery progress for students in first year of high school is significantly higher than that of students in third year of high school;In terms of mathematical performance,students in the high group mainly focus on achieving approaching goals and mastery avoidance goals,while students in the low group mainly focus on achievement avoidance goal orientation.(2)Mathematics learning engagement: Girls’ behavioral engagement is higher than boys’,and boys’ cognitive engagement is higher than girls’;The cognitive and behavioral engagement of third year high school students is significantly higher than that of first year high school students,while the behavioral engagement of second year high school students is significantly lower than that of first year and second year high school students;Students with better math scores tend to invest more in math learning.(3)Academic emotions: Female students have significantly higher negative and arousal academic emotions than male students;The positive high arousal of academic emotions and negative low arousal of academic emotions among third year high school students are significantly higher than those of first year high school students;In terms of mathematical academic performance,high group students have higher positive academic emotions,while low group students have higher negative academic emotions.(4)There is a significant correlation between achievement goal orientation,positive and negative academic emotions,and mathematical learning engagement among high school students.The positive academic emotion of senior high school students has a mesomeric effect between their achievement goal orientation and mathematics learning engagement;The mesomeric effect of high school students’ negative academic emotions between their achievement goal orientation and mathematics learning involvement is not significant.