A Study On The Relationship Between High School Students' Mathematics Academic Emotions And Mathematics Learning Strategies

The influencing factors of high school students' academic achievement include non-intellectual factors and intellectual factors.From the perspective of academic emotions,this paper explored the relationship between high school students' math academic emotions and math learning strategies,as well as the differences among different groups.This study not only provided practical teaching strategies for improving high school students' math academic emotions,but also helped teachers and students attach importance to the characteristics of high school students' math academic emotions and emotion regulation.Based on the control-value theory of academic emotions,we used the method of quantitative analysis and qualitative description to carry out research on the relationship between high school students' math academic emotions and math learning strategies.This article first explored the overall current situation and characteristics of high school students' math academic emotions and the use of math learning strategies through descriptive analysis,difference analysis and interactive analysis of valid data.Secondly,the correlation analysis was carried out for the scores of participant's math academic emotions and corresponding math learning strategies.On this basis,regression analysis was used to explain the relationship between the two groups according to the research purpose.Finally,based on the statistical results and the qualitative description of typical cases,we draw some conclusions.The main conclusions of this study are as follows:(1)There are more positive emotions than negative emotions in high school students' math academic emotions,and more high arousal emotions than low arousal emotions;Gender differences reach a significant level in the four main dimensions of math academic emotions.Boys have more positive emotions than girls;there are significant differences in active low arousal emotions in each grade,and the second grade is greater than the first and third grades;the main effect of group reach a significant level in positive low arousal,negative high arousal and negative low arousal;(2)High school students have a higher level of mathematics learning strategies;There are significant gender differences only in finishing strategy and reflection and adjustment strategy.Students of different grades only have significant differences in the use of finishing strategy,monitoring strategy and seeking strategy;There are significant differences in cognitive strategy level among different groups of students.Cognitive strategies and meta-cognitive strategies had significant interaction between groups and genders.(3)There is a significant correlation between the main dimension of math academic emotion and the main dimension of math learning strategy,and the correlation of students with math difficulties is stronger than excellent students in mathematics.Positive emotions(including pride,hope,satisfaction,relaxation and calmness)could explain 52.6%of the variation in level of learning strategy use,while negative emotions(including shame,anxiety,helplessness,depression and fatigue)could explain 25.5%of the variation in level of learning strategy use.Positive emotions have more influence on the cognitive strategies of students with mathematics difficulties and meta-cognitive strategies of students with mathematics honors.Compared with students with math difficulties,negative emotions have more influence on the level of learning strategies of students with mathematics honors.According to the above research conclusions,the author put forward specific and effective strategies for improving high school students from the perspective of mathematics academic emotions,which has certain reference and practical significance for improving the overall mathematics teaching.