An Empirical Study On Math Acadmic Emotions Of High School Students

Math academic emotions refer to all emotional experiences in the mathematicallearning situation, including enjoyment, anxiety, boredom, etc. The basic situation ofhigh school students’ math academic emotions is explored, and math boredom andmath enjoyment are analysised further. Three researches are designed.The first study is the investigation of high school students’ math academicemotions and related factors with three results.1. Gender difference of math academicemotions.There is no significant gender difference in positive emotions. Boys’negative emotions are significantly lower than girls’, and further gender differencetests of the groups of high, medium and low math achievement show that,thisdifference is mainly manifested in the group of medium math achievement.2.Relationship of math academic emotions and math achievement. There are significantpositive correlation between positive emotions and math achievement and significantnegative correlation between negative emotions and math achievement. Furtherdifference tests show that: Positive emotions of students whose math achievementsare different has significant difference, that is, on positive-low arousal dimension,scores of the groups of medium and low math achievement are significantly lowerthan the score of the group of high math achievement. Negative emotions of studentswhose math achievements are different has significant difference,that is, onnegative-high arousal dimension and negative-low arousal dimension,scores of the groups of medium and low math achievement are significantly higher than the scoreof the group of high math achievement.3. Relationships of math academic emotionsand math value, math expectation, and math self-concept.There are significantpositive correlation beween positive math academic emotions and math value, mathexpectation, math self-concept, and significant negative correlation beween negativeemotions and math value,math expectation, math self-concept.Further regressionanalysis shows that,math value, math expectation and math self-concept positivelypredict positive math academic emotions; math value positively predicts negativemath academic emotions while math expectation and math self-concept negativelypredict negative math academic emotions.The second study is a further study of high school students’ math boredom withthree results.1. By further analysising the study1, it is found that there is nosignificant gender difference in math boredom, and no significant difference in mathboredom between the groups of medium and low math achievement, while mathboredom of the group of high math achievement is significantly lower than mathboredom of the groups of medium and low math achievement.2. By interviewing andquestionnaire surveying, it is found that the class variables of math boredom are three:knowledge challenge (high or low), teaching style (teacher’s leading type or students’main body type), classroom environment (quiet or active). The most causes ofmath-class boredom situation are students’ main body type with the way to askstudents to express themselves and high challenge.3. The “Math-class boredom withsituations questionnaire” has good reliability and validity.Further analysising the classvariables of high school math-class boredom by the questionnaire, it is found that inhigh and low challengeing classes, there is significant positive correlation betweentask-boredom and self-boredom;and in two kinds of classes, there is significantdifference between task-boredom and self-boredom.The third study is a further study of high school students’ math enjoyment withthree results.1. By further analysising the study1, it is found that there is nosignificant gender difference in math enjoyment, and math enjoyment of studentswhose math achievements are different has no significant difference.2. Byinterviewing and questionnaire surveying, it is found that the class variables of mathenjoyment are three: knowledge challenge (high, medium or low), teaching style(teacher’s leading type or students’ main body type), classroom environment (quiet oractive). The most causes of math-class enjoyment situation are medium challenge andquiet environment.3. The “Math-class enjoyment with situations questionnaire” hasgood reliability and validity. Further analysising the class variables of high school math-class enjoyment by the questionnaire,it is found that, in the class of teacher’sleading type there is no significant correlation between task-enjoyment andself-enjoyment, while in the class of students’ main body type there is significantpositive correlation between task-enjoyment and self-enjoyment;and in the two kindsof classes, task-enjoyments are significantly higher than self-enjoyments.