Effect Of Perceived Teacher Support On The Academic Performance Of Junior High School Students In Mathematics

In their daily mathematics learning activities,junior high school students feel the support and guidance given by mathematics teachers from multiple perspectives,including ability support,learning support and emotional support.Mathematics learning input refers to the time and energy that students pay in the learning process.Mathematics self-efficacy refers to the evaluation of students’ confidence in whether they can successfully solve mathematical problems in mathematics learning.Mathematics teacher support,mathematics learning input and mathematics self-efficacy have a great impact on mathematics learning achievements.This paper uses the method of questionnaire to analyze the situation of junior high school students in terms of perceived teacher support,mathematical learning engagement and mathematical self-efficacy,as well as the internal relationship between various core concepts and mathematical learning achievements and tries to analyze the mathematical learning engagement and mathematical self-efficacy from the perspective of junior high school students’ perceived level of teacher support,so as to achieve the goal of improving junior high school students’ mathematical learning achievements.The questions of this paper include:(1)The cognitive status of junior high school students on mathematical support,learning engagement and mathematical self-efficacy.(2)The relationship between junior high school students’ perceived mathematics teacher support,mathematics learning input,mathematics academic self-efficacy and mathematics learning achievement.(3)Whether junior high school students’ mathematics learning involvement and mathematics self-efficacy play a mediating role between students’ perception of teacher support and mathematics learning achievements.(4)Whether learning motivation plays a certain regulatory role.The study took a middle school student in Ganzhou City as the research object,using the form of class collective test,and selected six classes of junior high school students in grade one and grade two,with a total of 450 students as the research object.The questionnaire was used to study junior high school students’ perceived math teacher support,math learning involvement,math academic self-efficacy and math learning achievements.Through the above questions,this paper mainly studies:1.The current situation of junior high school students’ perception of math teacher support,math learning engagement,and math academic self-efficacy:On the whole,junior high school students feel good about math teachers.In the three subdimensions,mathematics teachers’ emotional support level is higher than the other three subdimensions.On the whole,junior high school students’ involvement in mathematics learning is good.In the four sub-dimensions,the score of social input in mathematics is the lowest.On the whole,junior high school students’ math self-efficacy scores are generally low,and the scores in both subdimensions are low,indicating that students lack confidence in math learning.2.The relationship between junior high school students’ perceived math teacher support,math learning engagement,and math academic self-efficacy and math learning achievement: junior high school students’ math learning achievement is significantly positively correlated with their perceived math teacher support,math learning engagement,and math academic self-efficacy.3.Junior high school students’ mathematics learning involvement and mathematics learning self-efficacy play a partial intermediary role in students’ perception of teacher support and mathematics learning achievements.4.The regulatory role of learning motivation.