Study On The Influence Of Non-intellectual Factors On Mathematics Reading Of Senior Middle School Students

Mathematics reading is one of the important ways for students to study independently.Students are restricted by both intelligence and non-intelligence factors when they do mathematics reading.However,previous studies on influencing factors of mathematics reading mostly focus on intelligence factors,so this paper aims to study the influence of non-intelligence factors on mathematics reading of senior high school students and explore the specific relationship between them.This study adopts stratified sampling method to select three different class types from the grade two of three senior high schools of different levels in S city of H province,The research mainly focuses on the following three questions:First,how about the current situation of mathematics reading of senior high school students;Second,how about the current situation of non-intellectual factors in mathematics learning of senior high school students;The third is whether non-intellectual factors and various dimensions of high school students’math learning have an impact on students’mathematics reading.If so,which dimension has the greatest influence and what is the path of influence?For the first question,the study adopts the“Mathematics Reading Test Paper”compiled by Hong-Ping Yang to investigate.For the second question,“the questionnaire on non-intellectual factors in mathematics learning of senior high school students”compiled by Professor Guang-Ming Wang was used to investigate.For problem 3,on the basis of solving the first two problems,SPSS24.0 and AMOS24.0 were used to carry out correlation analysis,regression analysis and construction of structural equation model,and the final research results were obtained.The research results were as follows:1.The overall mathematical reading ability is low,and the students have the barriers of writing language coding,writing language translation and symbol language coding.There is no significant difference between boys and girls in mathematical reading and its sub-dimensions.There are significant differences in the scores of mathematical reading and its sub-dimensions among the three different levels of schools,and the effect size is large except for the moderate effect of language translation.There are significant differences in the total score of mathematical reading and its sub-dimensions among the classes at different levels of the three schools,and the difference effect sizes are all large.2.The overall score of mathematics learning non-intelligence is in the middle and upper level,with the highest score of attitude,the lowest score of character and motivation,and the middle score of emotion and will.There is no significant difference between boys and girls in the non-intelligence whole and sub-dimensions of mathematics learning.There are significant differences in the overall non-intelligence level of mathematics learning and its sub-dimensions among the three different levels of schools.Except the difference effect size of learning belief and learning responsibility is small,the others are above medium effect size.There are significant differences in the overall level of non-intelligence among different classes in key senior high schools and experimental senior high schools,and the difference effect size is medium effect and small effect,while there is no significant difference in ordinary senior high schools.3.There is a significant positive correlation between mathematics reading and non-intelligence level of mathematics learning as a whole and its main dimensions,and the correlation coefficients between the main dimensions and mathematics reading from large to small are:motivation,personality,emotion,attitude and will.The linear regression equation of mathematics learning non-intellectual whole（x）to mathematics reading（y）is:y=-28.455+.0142xEmotional emotion has no direct influence on mathematical reading,The multiple linear regression equation of motivation（x1）,attitude（x2）,will（x3）and personality（x4）to mathematical reading（y）is:y=-32.741+.0225x₁+.0115x₂+.0245x₃+.0322x₄4.The non-intelligence dimensions of mathematics learning have both direct and indirect effects on mathematics reading.There were four specific indirect influence paths,and the effect value from large to small was as follows:path 4（0.147）>path2（0.110）>path 3（0.057）>path 1（0.042）,and there was no significant difference among the four paths.Motivation and will have a direct and positive effect on mathematics reading,emotion has an indirect and positive effect on mathematics reading through attitude,motivation and will,character has both a direct and an indirect positive effect on mathematics reading.The total effect value of each sub-dimension on math reading from large to small is:Character（0.471）>Attitude（0.366）>Motivation（0.298）>Emotion（0.204）>Will（0.149）.Based on the results of the study,some teaching suggestions are put forward:（1）To strengthen the language training and promote the balanced development of students;（2）Reasonable choice of reading questions to stimulate students’questioning spirit;（3）Add math extracurricular activities to improve the attitude of math reading;（4）Choose the training path flexibly according to students’personal characteristics.