Research On The Effects Of Mathematics Anxiety And Mathematics Academic Self-concept In Mathematics Performance Of Junior Middle School Students

The period of junior middle school is a key period in which an individual self- concept grows from juvenility to maturity. Mathematics is an important and compulsory course too. So we choose mathematics anxiety, mathematics academic self-concept, these two factors to research the relationship between mathematics anxiety, mathematics academic self-concept and mathematics performance, and the effects of mathematics anxiety and mathematics academic self-concept on mathematics performance.The past researching results indicate that the relationship between mathematics anxiety, mathematics academic self-concept and mathematics performance in research literature was very close. The influence of mathematics anxiety on mathematics perfor- mance is very serious. The students with a higher level of mathematics anxiety perform at a lower level of mathematics performance.However, the literature lacks research about mathematics academic self-concept's mediation in the relationship of mathe- matics anxiety, mathematics academic self-concept and mathematics. on the basis of previous researches,we mainly research the following three aspects:mathematics anxiety, mathematics academic self-concept's situation and developing characteristics;the relationships between mathematics anxiety, mathematics self-concept and mathematics performance;the graph of the three factors interaction.The paper use the revised the Mathematics Anxiety Rating Scale (MARS),and use 448 middle school students as subjects in Henan province.We mainly investigate mathematics anxiety, mathematics academic self-concept and the effect on mathematics performance. The results are as followings:First, In junior middle school students mathematics anxiety, there exist significant difference between grades; in junior middle school students mathematics academic self-concept, there exist significant difference of the male and female participants. Secondly, among high middle and low mathematics anxiety level's subjects, Mathematics performance exits significant difference in any two groups; among high middle and low mathematics academic self-concept level's subjects, mathematics performance exits significant difference in any two groups.Thirdly, there exits a significant negative linear connection between the mathe- matics anxiety and mathematics performance; there exits a significant positive linear connection between the mathematics academic self-concept and mathematics perfor- mance; there exits a significant negative linear connection between the mathematics anxiety and mathematics self-concept .Fourthly, mathematics anxiety has significant predict effect on mathematics performance.Fifthly, mathematics academic self-concept has significant predict effect on mathematics performance.Sixly, mathematics academic self-concept plays mediate role between mathematics anxiety and mathematics performance.