Investigation And Cultivation Of Senior High School Students’ Mathematics Learning Motivation Regulation Strategies

The regulation of strategies and the maintenance of motivation is a hot topic in the current field of self-regulated learning research,and thus motivational factors and behavioral regulation are receiving more and more attention as important components of self-regulation.Learning is a very complex and dynamic process,and the successful completion of students’ learning tasks can be easily influenced by various contingent or inevitable factors,which requires students to actively self-regulate these factors affecting motivation,try to overcome various disturbances,and realize that effort is the key to success.To help high school mathematics teachers gain insight into the use of students’ motivation regulation strategies and to provide pedagogical references for teachers to develop students’ motivation regulation skills,this paper uses literature analysis,questionnaires,interview analysis,practice and evaluation to conduct a study on the regulation strategies of mathematics learning motivation.The study was conducted with high school students,and 512 students from two different types of high schools in Nanning,including senior high school freshman to senior high school seniors,were surveyed.Among them,six students participated in a supplementary interview after the questionnaire and two students were selected as case studies in the development of practice activities.The aim was to answer the following four questions.(1)What is the overall use of motivation regulation strategies for mathematics learning among high school students?(2)Are there differences in the use of motivational regulation strategies in mathematics learning among high school students with respect to gender,grade level,and achievement variables?(3)How can students be trained to use motivational strategies?(4)Can the training of motivation regulation strategies improve students’ motivation regulation ability and mathematics learning achievement?By analyzing the survey data and conducting the training practice activities,the main conclusions of this study are.(1)The overall use of motivational regulation strategies in mathematics learning among high school students was moderate.About 60% of the students were at an intermediate level,about 30% were at a low level,and only about 10% were at a high level.The level of students’ use of internal motivational regulation strategies was higher than that of external motivational regulation strategies.The frequency of use of each type of strategy,in descending order,was:achievement goal arousal,mastery goal arousal,volitional control,consequence envisioning,task value enhancement,self-efficacy enhancement,peer sociability enhancement,interest enhancement,and self-motivation.(2)There were significant differences in the use of self-motivation,peer communicative enhancement,and interest enhancement strategies among students of different genders.Girls used self-motivation and peer social enhancement strategies more frequently than boys,and boys used interest enhancement strategies more frequently than girls.(3)There were significant differences in the use of self-motivation,peer communicative enhancement,mastery goal arousal,and task value enhancement strategies among students in different grades.Sophomores did not use all types of motivational regulation strategies at the same level as seniors and juniors.First-year students used peer communication enhancement and task value enhancement strategies at a higher level than their senior year,while third-year students used self-motivation and mastery goal-evoking strategies at a higher level than their senior year.(4)There were significant differences in the use of achievement goal arousal,consequence envisioning,peer communicative enhancement,and interest enhancement strategies among students of different achievement levels.Achievement goal arousal,consequence envisioning,and peer communicative enhancement strategies were used most by students with moderate achievement levels,while interest enhancement strategies were used most by students in the high-achieving group.(5)The motivational self-regulation model can be summarized as four interrelated processes: management and evaluation,setting monitoring goals,implementing regulation strategies,and monitoring motivation levels,in which activities such as recognizing the object of activity,selecting activity strategies,maintaining regulation functions,and testing the effectiveness of strategies are accompanied.(6)Based on the motivational self-regulation cycle model,students can be trained in the use of motivational regulation strategies by using seven motivational regulation interventions:awareness,demonstration,experience,goal,activity,practice,and conceptualization,and by going through four stages: explanation,demonstration,practice and use,and evaluation and revision.(7)Training in the use of motivational regulation strategies had a positive effect on the improvement of the motivational regulation ability of the two selected study subjects and improved their academic performance in mathematics.