| Mathematics education of ethnic minorities in China is relatively behind the national average level of development.The existing research conclusions indicate that it is necessary to strengthen the research on mathematics education of ethnic minority preparatory students.Mathematics anxiety,mathematics self-efficacy and mathematics as a preppy an important concept in mathematics study,to date,related research scarce,and other groups still exist in as the research object of the related research conclusion not unified situation,also failed to mathematics anxiety,mathematics to participate in the study combined with mathematics self-efficacy.Select minority preparatory students as the object of study,is not only the past mathematics anxiety,mathematics self-efficacy and mathematics performance relationship in preppy group whether proper inspection,at the same time in the original research into mathematics involved in this concept,can develop into a certain existing research model,with a validation,perfecting the theory meaning of original research and development;In addition,it is of practical significance to study the specific ways in which preparatory students' participation in mathematical learning,mathematical anxiety and mathematical self-efficacy affect their mathematical performance and analyze the reasons.In this study,preparatory students were selected as the research objects,and literature analysis method was adopted to sort out and summarize the existing research conclusions about mathematical anxiety,mathematical self-efficacy,mathematical participation and mathematical performance at home and abroad.The deficiencies in the research were proposed and the research hypothesis was established.In accordance with the research methods of educational psychology,the questionnaire of mathematical anxiety,mathematical self-efficacy and mathematical participation for preparatory students was strictly prepared.The reliability and validity test results of the questionnaire were good,and the fitting degree of the measurement model was good.Then,formal questionnaires were used to measure the minority preparatory students,and the following research conclusions were obtained through mathematical statistical analysis and structural equation model analysis:1)There are differences between prep-school students and ordinary college students and middle and high school students in the degree of mathematical anxiety,mathematical participation and mathematical efficacy.2)There was no significant difference in mathematical anxiety among all demographic variables.3)Mathematics self-efficacy in different system,such as liberal arts and fixed number of year of Chinese study on the demographic variables have significant differences,students' mathematics self-efficacy,two-year students scored significantly higher than that of a one-year,science students of mathematics self-efficacy scores are significantly higher than liberal arts students,and the fixed number of year of the Chinese study after the multiple comparison,found that 16-20 years of students learning Chinese mathematics self-efficacy scores significantly less than 10 years of the following students.4)There are significant differences in demography variables such as different school systems,arts and sciences.The scores of the two-year students were significantly higher than those of the one-year students,and the scores of the science students were significantly higher than those of the liberal arts students.5)There was a significant correlation between preparatory students' math scores,math anxiety,math self-efficacy,and math participation.Among them,there was a significant negative correlation between math anxiety and math performance and math self-efficacy,a significant positive correlation between math participation and math self-efficacy and math performance,and a significant positive correlation between math self-efficacy and math participation.6)The relationship between mathematical anxiety,mathematical self-efficacy,mathematical participation and mathematical achievement of preparatory students is a multiple intermediary model.Mathematical anxiety can not only directly affect mathematical achievement,but also indirectly affect mathematical achievement through mathematical self-efficacy and mathematical participation.The quantitative research conclusions are compared with the previous studies,and some doubts in the quantitative research are clarified through the interview research.According to the final research,there are two main ways to block the influence of math anxiety on the math performance of preparatory students:one is to control the factors that have a direct influence on the math performance of preparatory students,and reduce the direct influence of these factors on the math performance of preparatory students;The other is to control the two mediating factors that affect math performance and to block the indirect influence of math performance.In addition,the paper puts forward some teaching Suggestions on how to improve the math scores of the students by reducing their math anxiety,improving their math self-efficacy and increasing their participation in math. |
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