Research And Solutions On Mathematics Self-efficacy Of Junior Middle School Students

Studies show that mathematical self-efficacy, correlates not only significantly with higher achievements in math, but also with actual mathematical capacity. However, China's current school education generally neglect self-efficacy training in students, specifically, there is lack of effective measures on self-efficacy training. Therefore, this study was designed and carried out in the manner to understand the current situation of mathematical self-efficacy of junior middle school students within the background of the new curriculum reform, and to explore solutions to improve the mathematical self-efficacy for the junior middle school students, in the context of the factors that affect it.This study used random sampling method and factorial analysis, by selecting three grades of 423 students from Taiyuan Yu-Ying Middle School, Taiyuan Wu-Yu Middle School, and Taiyuan Xin-Xing Middle School, for the survey. This survey is based on "Mathematics Self-Efficacy Questionnaire" designed by Zhang Chang-Jun, to investigate the actual situation of the mathematical self-efficacy of the surveyed students.Results demonstrated that:(1) Nearly half of the middle school students contribute the higher achievements in math to their diligence, but not strong mathematical capability, which reflects the low level of self-efficacy among middle school students.(2) The second grade of middle school students has the highest self-efficacy in each dimension and their total, which is significantly higher than that of first grade and third grade. The self-efficacy among first grade is lower than that from second grade, but higher than that from third grade.(3) There is significantly difference by gender with regard to the dimension of general self-efficacy. The boys have lower level of self-efficacy than their female peers.(4) There is no significant difference among three schools on self-efficacy.(5) The educational level of parents, as well as professional majors did not significantly correlated with either total self-efficacy achievements or with individual dimension.(6) Mathematical achievement is significantly related to total mathematical self-efficacy achievements, general self-efficacy, self-efficacy to overcome difficulties, self-efficacy on flexible thinking, and learning monitoring. This demonstrated that higher scores are achieved by students who have higher self-efficacy in these four aspects, and lower scores are obtained due to lower self-efficacy in those four aspects.Counter Measures:(1) To specify the subjects of those middle school students who need to be interfered with more attention on their self-efficacy: the first grade, the third grade, and especially the male gender.(2) The contents of counter measures on self-efficacy to the middle school students: primarily to improve the self-efficacy on the dimension of overcoming the difficulties among the first and third grade students. Based on that, improving self-efficacy on other dimensions; with regard to male students, the primary focus should be on the improving general mathematical self-efficacy.(3) To let the students gain experience on success, and thus improve their self-efficacy.(4) Teachers should provide specific suggestions and advices, and make favorable expectation on their outcomes.(5) Guide students with scientific reasoning.