A Study On The Relationship Between Mathematical Anxiety, Mathematical Self - Efficacy And Mathematics Academic Achievement Of Junior Middle School Students

Mathematics achievement has been the subject of concern in the field of education. Research shows that the relationships between mathematics anxiety, self-efficacy and academic achievement were very close. However, in the aspect of junior school there are seldom studies that integrating the triple factors. Nevertheless the results in these studies exists some difference. This study is on the basis of summarizing and analyzing those related researches. The questionnaires investigated some junior school students in Nanjing. The purpose of this study is to investigate the relationships between anxiety, self-efficacy and academic achievement in mathematics course.The result indicates that:(1) Mathematics anxiety has difference of grade, and the difference was significant. However, the difference of sex was not significant.(2) Mathematics self-efficacy has difference of grade, and the difference was significant. However, the difference of sex was not significant.(3) Students who have lower score on the mathematics anxiety questionnaire will obtain satisfied mathematics achievement. Students who have higher score on the mathematics anxiety questionnaire will obtain worse mathematics achievement. That is to say students’ mathematics anxiety has a significant influence on students’ mathematics achievement.(4) Students who have higher score on the mathematics self-efficacy questionnaire will obtain satisfied mathematics achievement. Students who have lower score on the mathematics self-efficacy questionnaire will obtain worse mathematics achievement. That is to say students’mathematics self-efficacy has a significant influence on students’mathematics achievement.(5) Students who have better mathematics achievement will have lower level of mathematics anxiety. Students who have worse mathematics achievement will have higher level of mathematics anxiety. That is to say students’mathematics achievement has a significant influence on students’mathematics anxiety.(6) Students who have better mathematics achievement will have higher level of mathematics self-efficacy. Students who have worse mathematics achievement will have lower level of mathematics self-efficacy. That is to say students’mathematics achievement has a significant influence on students’ mathematics self-efficacy. (7) There is a negative correlation between students’mathematics anxiety and mathematics achievement, and the correlation is statistically significant. There is a positive correlation between students’mathematics self-efficacy and mathematics achievement, and the correlation is statistically significant. The correlation between mathematics anxiety and self-efficacy is negative. Further more, students’ mathematics self-efficacy has more significant influence on students’mathematics achievement than mathematics anxiety.