| In recent years,the learning engagement of students has attracted extensive attention of domestic researchers.Learning engagement is not only an important variable of academic achievement,but also an effective observation index of learning quality.Senior High school learning stage is one of the most important life stages for Chinese students And mathematics is one of the main subjects in Senior high school,which bears the function of carrying out the fundamental task of cultivating morality and developing quality of education.Therefore,the level of Senior high school students’ mathematics learning engagement not only affects their mathematics academic achievement,but also greatly affects the quality of high school mathematics education and even the quality of high school education.In view of this,it is very necessary to study the current situation of Senior high school students’ mathematics learning engagement as well as the factors of mathematics learning engagement and its mechanism.In order to understand the current situation of high school students’ epistemic beliefs about mathematics,mathematics self-efficacy and mathematics learning engagement,a questionnaire survey among 726 senior high school students from six senior high schools in Liuzhou,Guilin and Wuzhou was conducted And 659 valid questionnaires were collected.Then SPSS 22.0 and AMOS 24.0 were used to process and analyze the valid questionnaire data.Specifically,SPSS22.0 was used to analyze the current situation of senior high school students’ epistemic beliefs about mathematics,mathematics self-efficacy and mathematics learning engagement by descriptive statistics and independent sample t-test.SPSS22.0 was used to analyze the correlation between epistemic beliefs about mathematics,mathematics self-efficacy and mathematics learning engagement by correlation analysis.SPSS22.0 was used to analyze the influence of epistemic beliefs about mathematics on mathematics self-efficacy,the influence of epistemic beliefs about mathematics on mathematics learning engagement,and the influence of mathematics self-efficacy on mathematics learning engagement by regression analysis.AMOS24.0 was used to analyze the mediating role of mathematics self-efficacy between epistemic beliefs about mathematics and mathematics learning engagement by structural equation model.The main conclusions are as follows:(1)Senior high school students have a high level of epistemic beliefs about mathematics.The overall level of mathematics self-efficacy is below average.The overall level of mathematics learning engagement is above average.(2)There is no significant difference in epistemic beliefs about mathematics of senior high school students in gender,grade,home location,head teacher and student cadre;there are significant differences in mathematics self-efficacy of senior high school students in gender,grade and home location,but there is no significant difference in head teacher and student cadre;there are significant differences in senior high school students’ mathematics learning engagement in gender and grade,but there is no significant difference in mathematics learning engagement of senior high school students in home location and student cadre.(3)There is a significantly positive correlation between senior high school students’ epistemic beliefs about mathematics and mathematics self-efficacy.And epistemic beliefs about mathematics can positively affect mathematics self-efficacy significantly.(4)There is a significantly positive correlation between senior high school students’ epistemic beliefs about mathematics and mathematics learning engagement.And epistemic beliefs about mathematics can positively affect mathematics learning engagement significantly.(5)There is a significantly positive correlation between mathematics self-efficacy and mathematics learning engagement of senior high school students.And mathematics self-efficacy can positively affect mathematics learning engagement significantly.(6)Mathematics self-efficacy plays the mediating role between epistemic beliefs about mathematics and mathematics learning engagement.This study provides useful enlightenment for further improving students’ mathematics learning engagement:(1)Pay attention to the cultivation of effective epistemic beliefs about mathematics;(2)Attach importance to enhancing mathematics self-efficacy;(3)Promote the common development of "knowing,feeling and doing" in mathematics learning.The innovations of this study are as follows:(1)It opens a new perspective of studying mathematics learning engagement from epistemic beliefs about mathematics;(2)It is proved that epistemic beliefs about mathematics is an important impact variable of mathematics learning engagement;(3)The mechanism of epistemic beliefs about mathematics affecting mathematics learning engagement is revealed.In order to promote the research of mathematics learning engagement,further research directions in the future are as follows:(1)Carrying out the tracking research of mathematics learning engagement;(2)Conducting research on the mechanism of external and internal factors affecting mathematics learning engagement;(3)Further exploring the other mediating variablesbetween epistemic beliefs about mathematics and mathematics learning engagement;(4)Paying attention to the influence of other demographic variables on mathematics learning engagement. |
