Research On The Influence Model Of Junior High School Students’ Mathematical Self-monitoring Ability On Their Mathematical Achievements

Mathematics Curriculum Standards for Compulsory Education(2022 edition)emphasizes that the importance of attaching importance to the process and results of students’ self-monitoring learning.Based on the metacognitive theory and self-monitoring theory,it can be known that self-monitoring ability not only includes the regulation of intellectual factors such as their own thinking quality and memory,but also includes the regulation of non-intellectual factors such as the choice of learning strategies.Meanwhile,combined with relevant empirical research results,it is found that there is a positive correlation among mathematics self-monitoring ability,mathematics learning strategy,mathematics thinking quality and mathematics academic achievement.However,there is no research on how the first three factors interact with each other and then affect mathematics academic achievement.Therefore,in order to explore their specific influence mode,this thesis carries out the following research:(1)Questionnaires and test papers were distributed to collect data,and SPSS software was used for descriptive statistical analysis to understand the status quo of junior high school students in these three aspects;(2)Explore whether gender is also a variable in the model of influence on mathematics academic achievement through difference analysis,and explore whether there is a correlation between mathematics self-monitoring ability,learning strategy,quality of thinking and mathematics academic achievement through correlation analysis;(3)On the basis of the above research results,a structural equation model was established,and the research hypotheses were proposed.AMOS software was used to test the fit degree and mediation effect of the model,and then the research hypotheses were tested.A parallel model of multiple mediating effects of mathematics self-monitoring ability on mathematics academic achievement is finally constructed,with mathematics learning strategy and thinking quality as the mediating variables.Through the established model,it can be seen that mathematics self-monitoring ability can not only indirectly affect mathematics academic achievement through the two intermediary variables,but also directly affect mathematics academic achievement,and its direct effect on mathematics academic achievement(52.3% of the total effect)is larger than the total indirect effect(47.6% of the total effect).In addition,by comparing the specific mediating effect of the two mediating variables,it was found that the specific mediating effect of mathematics learning strategies(55.2%)was greater than that of mathematical thinking quality(44.7%),but the difference between them was not significant.Eventually,based on the descriptive statistical analysis and the results of model construction,from the three dimensions of mathematics self-monitoring ability,mathematics learning strategies and mathematics thinking quality,this thesis puts forward corresponding suggestions for junior high school students and front-line mathematics teachers to improve their mathematics academic achievement.In the aspect of mathematics self-monitoring ability,emphasis should be placed on improving the level of junior high school students’ evaluation dimension.The three subjects of school,family and society should change the final evaluation which only emphasizes the result in the past to the formative evaluation of the process,and give students more opportunities to self-evaluation.In the aspect of mathematics learning strategies,it provides specific suggestions from various sub dimensions,and focuses on improving the level of junior high school students’ organizational strategies.By using mind maps,students can deepen their understanding of connection between previous and subsequent knowledge,and by using tables,they can distinguish concepts that are easily confused.In terms of mathematical thinking quality,teachers should be aware that the improvement of thinking has a long-term nature.They should patiently guide students to firmly grasp each section of content,promote the gradual deepening of students’ thinking,and focus on improving the level of middle school students’ profundity and agility in two dimensions.Through specific teaching content,in the form of teaching fragments,to help mathematics teachers better apply the theory to practice.