The Relationship Among High School Students' Idiosyncratic Emotional Intelligence, Mathematics Learning Anxiety And Mathematics Learning Performance

Mathematics anxiety is widespread in other countries and in China.mathematics anxiety affects people from primary school to middle school,college and even into society.People with high mathematics anxiety often experience dual tasks in the face of mathematical situations and feel the emotion of fear and avoidance of math.Students with high mathematics anxiety tend to have more difficulty in math than those with low mathematics anxiety,and students with low mathematics anxiety are more likely to get higher math scores.Therefore,it is of great significance to study mathematics anxiety.Trait emotional intelligence is part of emotional intelligence(EQ).The level of trait emotional intelligence influences a person’s perception,control and feelings towards others.High trait emotional intelligence may lead to more effective suppression of mathematics anxiety.Therefore,this paper tries to explore the relationship among trait emotional intelligence,mathematics anxiety and mathematical performance from this point of view,and explore whether trait emotional intelligence is helpful to improve students’ mathematical performance,and whether it can affect math performance through mathematics anxiety.The research tools used in this study are the translated and revised mathematics anxiety questionnaire and the translated trait emotional intelligence questionnaire.The questionnaire has been translated,translated back,modified and predicted.The object of study is the first and second grade students of a key high school in Xi’an,Shaanxi Province.Six classes were selected each year.493 questionnaires were distributed and 406 valid questionnaires were collected.These questionnaires were then input into SPSS for data analysis.The data analysis mainly includes four parts:questionnaire reliability and validity test,correlation analysis,difference analysis and test for mediation.The main issues discussed included the correlation between trait emotional intelligence,mathematics anxiety and mathematical achievement,and there may be gender and grade differences in math achievement,trait emotional intelligence and mathematics anxiety,and the possible intermediary effect.In the correlation analysis,Pearson product interval correlation analysis was carried out for the variables studied,and the difference analysis was mainly used for mean value t test,variance analysis and other statistical methods.Among them,in order to explore whether mathematics anxiety has a significant effect on students’ math achievement,students are divided into low mathematics anxiety group,middle mathematics anxiety group and high mathematics anxiety group according to mathematics anxiety score for difference analysis.When studying the mediating effect of mathematics anxiety’ three regression analyses were conducted successively according to Wen Zhonglin’s mediating effect test method.It was found that the regression coefficient was statistically significant,the mediating effect was significant,and the mediating effect accounted for 68.5%.The main conclusions of this study include:1.There is a significant negative correlation between high school students’ math achievement and mathematics anxiety,a significant positive correlation between math achievement and trait emotional intelligence,and a significant negative correlation between mathematics anxiety and trait emotional intelligence.2.There is no significant gender difference in high school students’ mathematics anxiety and emotional intelligence.3.There is no significant difference in the degree of mathematics anxiety in the first and second grades;4.There is no significant difference in the total score of emotional intelligence in grade 1 and grade 2,but there is a significant difference in the dimension of sociability.5.There were significant differences in math achievement between the low mathematics anxiety group and the middle mathematics anxiety group,the middle mathematics anxiety group and the high mathematics anxiety group,the low mathematics anxiety group and the high mathematics anxiety group,the higher the degree of mathematics anxiety,the lower the probability of math achievement.6.High school students’ mathematics anxiety plays a complete intermediary role between trait emotional intelligence and math achievement.Among them,the research on the relationship between trait emotional intelligence and mathematics anxiety,as well as the research on the mediating effect of mathematics anxiety on trait emotional intelligence and mathematical performance are the innovations of this paper.