| Mathematics occupies an important position in primary education.Mathematics anxiety in middle school students usually becomes a significant factor which disturbs learning in teaching.Paying attention to Mathematics anxiety in middle school students will not only help them regulate and sort out poor learning,but also guide them to have healthy mental development and a better personality.This study employs comprehensively questionnaire and qualitative research to find out the current situation of Mathematics anxiety in middle school students and explores Mathematics anxiety in middle school students and its pathway mechanisms with academic self-handicapping,perceived math teacher support,and math learning strategies.Then,pointed suggestions and measures are put forward to provide a reference for alleviating the math anxiety and improving their mental health.It is divided into three parts.Study 1 investigates the current situation of middle school students’ Mathematics anxiety with Questionnaire for Mathematics Anxiety in Middle School Students;Study2 discusses the factors related to middle school students’ Mathematics anxiety through the Questionnaire for Academic Self-Handicapping,Questionnaire for Perceived Mathematics Teacher Support in Middle School Students and Questionnaire for Middle School Students’ Mathematics Learning Strategies which were carried out on 956 students,and adopts SPSS 21.0 to analyze the mediating effect of perceived mathematics teacher support in middle school students and mathematics learning strategies;The last one is a case study which interviews individual cases to understand the characteristics and mechanism of Mathematics anxiety in middle school students,providing suggestions and measures to alleviate the math anxiety.Combining the three studies,we have the following results:(1)It’s a common phenomenon that middle school students have Mathematics anxiety,and there exists obvious difference in various students with different genders,grades,regions,math scores.Whether to make learning plans or not and their parents’ different attitudes towards students’ math learning are two factors influencing the difference as well.(2)Mathematics anxiety,academic self-handicapping,perceived support from Mathematics teachers and mathematics learning strategies in middle school students are significantly related;(3)Perceived mathematics teacher support and mathematics learning strategies play a intermediation role in the prediction of Mathematics anxiety by academic selfhandicapping in mathematics.(4)Through interviews,we found that the Mathematics anxiety in middle school students is influenced by the characteristics of the mathematics subject,mathematics test results,teachers’ attitude,and parents’ support.Different students have different levels of Mathematics anxiety in different aspects and are not affected in exactly the same way.Majority of the students have good self-regulation ability and can solve problems in their own ways. |
