Research On The Current Situation And Relationship Between Positive Psychological Capital And Mathematics Learning Behavior Of Junior High School Students

In the general environment of quality education,we should pay attention to the students’ positive psychological state of mathematics learning,developing a healthy psychological quality in students,promoting students’ self-awareness,stimulating students’ learning potential,developing students’ capacity for independent learning,and produce a series of positive learning behaviors in the process of acquiring mathematical knowledge,applying mathematical knowledge,acquiring mathematical problem-solving skills,and applying mathematical problem-solving skills,it helps to improve students’ independent learning from a " student-centered " perspective,contributing to the development and improvement of their basic mathematics skills..Middle school is an important stage in the transition from immaturity to maturity.Whether students have a positive psychological state is related to whether students can achieve comprehensive and healthy development in learning,life,work and other aspects.Therefore,the very future-oriented and practical importance of research on the positive psychological capital and behavior of secondary school students in learning mathematics.This study takes junior high school students in Xining City as the object of investigation.Based on the understanding the current state of positive mental capital in mathematics and mathematical learning behavior among young secondary school students,SPSS26.0 statistical software was used to analytics the differences and relationships between positive psychological capital in mathematics and learning behaviors,and the predictive power of mathematical positive psychological capital on mathematical learning behavior.The main conclusions are as follows:1.The average score in the mathematical hope dimension is higher,which is ranked from small to large as follows: mathematical hope dimension,mathematical optimism dimension,mathematical resilience dimension,and mathematical self-efficacy dimension;Of the four behavioral dimensions of younger students in mathematics education,the average for each dimension is as follows: classroom students’ behavior dimension,dimensions of math learning motivation,dimensions of math learning strategies,and dimensions of math learning habits.2.Positive psychological capital in mathematics is average for younger students;there is a significant gender difference in positive psychological capital in mathematics.Positive psychological capital in mathematics is slightly higher for boys than for girls;middle school students’ positive psychological capital in mathematics varies significantly by grade level.3.There are no significant gender differences in students’ mathematical behavior,but on average girls’ mathematical behavior is slightly higher than boys’;however,there are significant class differences in high school students’ behavior.4.There is a significant positive correlation between positive psychological capital in mathematics and student behavior in secondary schools.Specifically,the higher the middle school students’ positive psychological capital in mathematics,the better their level of mathematics learning behavior and vice versa.5.Regression equation of mathematical positive psychological capital and mathematical learning behavior: mathematical positive psychological capital=0.050 × Mathematics learning strategy+0.002 × Math learning habits+0.004 × Classroom student behavior+0.812 × Mathematics learning motivation+0.231;Mathematics learning behavior=0.198 × Mathematical Hope+0.115 ×Mathematical toughness+0.116×Mathematic efficacy+0.097 × Mathematical optimism+1.714.The higher the positive psychological capital of mathematics,the more conducive it is to promote students to form good mathematical learning behavior,and good mathematical learning behavior can cultivate and stimulate students’ positive psychological capital of mathematics.Based on the results of relevant research,appropriate recommendations are made to regularly develop pupils’ positive psychological capital in order to foster positive and optimistic psychological traits,thereby increasing pupils’ confidence in mathematics,developing their resilience to failure and motivation to learn mathematics,further improving mathematics achievement,fostering good mathematics learning habits,and cultivating standardized classroom learning behaviors.