Junior High School Students' Mathematics Academic Attribution,Mathematics Learning Motivation,Mathematics Self-efficacy And Their Influence On Mathematics Achievement

In this study,a total of 1480 students from three junior middle schools in Chongqing were investigated by using the questionnaire about junior middle school students' mathematics learning that is composed of Mathematics Academic Attribution scale,Mathematics Learning Motivation scale,Mathematics Self-efficacy scale and demographic information items.Based on analysis of the survey data using SPSS25.0 and MPLUS7.0,major research conclusions are drawn,and several educational and teaching suggestions are given accordingly.Specifically,descriptive statistical analysis is used to examine the status quo of mathematics academic attribution,mathematics learning motivation,and mathematics self-efficacy.Then,the differences in terms of mathematics academic attribution,mathematics learning motivation and mathematics self-efficacy between groups of gender as well as family origin are checked.After that,correlation analysis is used to examine the relationships between mathematics academic attribution,mathematics learning motivation,mathematics self-efficacy and mathematics academic performance.Finally,structural equation model is used to test the mediating effect of mathematics learning motivation and mathematics self-efficacy between mathematics academic attribution and mathematics achievement,and systematically analyze the relationships and influence paths among the four variables.The research conclusions of this study are summarized as follows:Firstly,junior high school students' positive attribution,motivation for learning mathematics,and self-efficacy in mathematics are above the middle level,while their negative attribution is below the middle level.Secondly,there are significant gender differences in positive attribution and negative attribution of junior high school students,girls are significantly higher than boys in positive attribution and negative attribution.There are significant differences in family sources of positive attribution,urban students are significantly higher than rural students.There is no significant difference in gender in mathematics learning motivation and mathematics self-efficacy.There is significant difference in family source in mathematics learning motivation and mathematics self-efficacy,urban students are significantly higher than rural students in mathematics learning motivation and mathematics self-efficacy.Thirdly,positive attribution does not have a significant direct effect on mathematics achievement,but negative attribution has a negative direct effect on mathematics achievement.Fourthly,both mathematics learning motivation and mathematics self-efficacy have a direct positive effect on mathematics achievement.Fifthly,mathematics learning motivation plays a mediating role between mathematics academic attribution and mathematics achievement.Sixthly,mathematics self-efficacy plays a mediating role between mathematics academic attribution and mathematics achievement.Lastly,mathematics learning motivation and mathematics self-efficacy play a chain-like mediating role between mathematics academic attribution and mathematics achievement.