A Study On The Influence And Relationship Between High School Students' Mathematics Academic Achievement Attribution And Achievement Goals On Academic Help-seekin

With the progress of science and technology and the continuous improvement of lifelong education system,it has gradually become an important task for students to learn to learn and master effective learning strategies.As an effective self-regulation strategy,academic help-seeking can solve problems that students can’t solve independently by asking others for help,thus improving learning efficiency and enhancing self-efficacy.Mathematics is an important subject in senior high school,which is characterized by strong coherence,comprehensiveness and skill.High school students’ mastery of help-seeking strategies in mathematics studies is not only conducive to students’ mastery of mathematics knowledge,improvement of learning efficiency and ability,but also conducive to students’ better adaptation to future life.Among the many factors that affect the help-seeking in mathematics study,the attribution of mathematics study affects the occurrence of help-seeking behavior;The goal orientation of mathematics academic achievement can predict the intention of help-seeking behavior.At present,there are few studies on high school students’ academic helpseeking,and the research on intervention and improvement of academic help-seeking is mainly based on case studies,with few design students.Therefore,this study analyzes the current situation and causes of high school students’ academic help-seeking in mathematics in terms of their academic attributions and achievement goal orientations,and conducts a group intervention improvement study for students based on the relationship between the three.Based on the above research background,the research questions are determined as follows:(1)What is the current situation of senior high school students’ academic attribution,achievement goal orientation and mathematical academic help-seeking?(2)What is the relationship among high school students’ mathematics academic attribution,achievement goal orientation and mathematics academic help-seeking?(3)How to apply group counseling to interfere with senior high school students’ mathematics academic help-seeking from two aspects: mathematics academic attribution and achievement goal orientation? What is the effect of intervention?The research adopts the methods of literature analysis,questionnaire survey,interview and group counseling intervention,and forms a questionnaire suitable for this study by selecting the existing academic help scale,achievement attribution scale and achievement goal orientation scale.242 students in a senior high school in Korla,Xinjiang were assessed and diagnosed.By using SPSS software,the influence and relationship of high school students’ mathematical academic attribution and achievement goal orientation on their mathematical academic help-seeking were explored,the current situation was analyzed,the intervention improvement scheme was worked out,and students in a class were selected for group counseling intervention.The intervention effect was analyzed through the ways of students filling out questionnaires twice,changes in mathematical academic achievements,teacher interviews and student interviews,and the following conclusions were drawn:(1)Senior high school students’ academic attribution ability in mathematics is average.When analyzing their own behavior results,senior high school students’ positive attribution tendency is greater than their negative attribution tendency.There is a low negative correlation between positive attribution and negative attribution,and students’ attribution tendency is unstable.In the aspect of achievement goal orientation,it is more inclined to master the goal orientation,followed by achievement approaching the goal,and achievement avoiding the goal score is the lowest.In mathematics academic help-seeking,students’ help-seeking attitude and behavior are positively correlated,but there are great individual differences.In the aspect of help-seeking behavior,instrumental help-seeking is preferred,followed by executive help-seeking,and evasive help-seeking has the lowest score.(2)Positive attribution of senior high school students is positively correlated with instrumental help-seeking and executive help-seeking,and negatively correlated with avoidant help-seeking.There is a significant positive correlation between the attribution of mathematics academic achievement and the attitude of seeking help in mathematics.There is a significant positive correlation between instrumental help-seeking and mastering goal orientation,but a significant negative correlation between instrumental help-seeking and achievement approaching goal and achievement avoidance goal.There is a significant positive correlation between the benefits of seeking help in mathematics study and mastering the goal and getting close to the goal.(3)The overall situation of high school students’ mathematics academic attribution has been improved,and they tend to be positive and overcome negative attribution.The overall situation of high school students’ achievement goal orientation has been effectively improved,and mastering the goal dimension needs to be improved urgently.The overall situation of high school students’ helpseeking behavior in mathematics has been improved,and their attitude towards help-seeking in mathematics needs to be improved urgently.