A Research On The Influence Mechanism Of Perceived Mathematics Teacher Support On Mathematics Learning Engagement Of Remote Live High School Students

There has been a problem of unbalanced development of education in China,especially in the relatively backward western ethnic areas.In order to solve the problem of unbalanced education in China,with the support of relevant national policies and modern information technology,the live classroom of distance education for primary and secondary schools came into being.Learning quality is the core issue of distance online learning research,and its primary condition is the effective participation and efficient investment of online students.Mathematics is one of the main subjects in high school education,and its learning engagement is unique,which is very important for the quality of high school students’ distance live education.Therefore,it is very necessary to explore the current situation,influencing factors and mechanism of high school students’ mathematics learning engagement in remote live broadcasting,so as to provide reference for improving the level of mathematics learning engagement and the quality of education of high school students in remote live broadcasting.Based on the statistical analysis software SPSS 21.0 and AMOS 26.0,this study conducted a questionnaire survey on 752 high school students(359 students in live class and 393 students in non live class).First of all,through descriptive statistics and difference analysis,to understand the basic characteristics of remote live high school students’ mathematics learning.Secondly,based on the theoretical basis and literature review,this paper constructs a structural equation model of the impact of perceived mathematics teacher support and academic self-efficacy on mathematics learning engagement,and determines the final model through the test and correction of the model.Thirdly,the effect of structural equation model is analyzed,and bootstrap method is used to test the mediating effect of perceived mathematics teacher support and academic self-efficacy on mathematics learning engagement.Finally,using Multiple-Group analysis,this study compared the path differences of perceived mathematics teacher support and academic self-efficacy on mathematics learning engagement model between live class and non live class.The main conclusions are as follows:(1)The overall situation of the students’ perception of mathematics teacher support,academic self-efficacy and mathematics learning engagement is good,and the level of perceived mathematics teacher support,mathematics learning engagement and academic self-efficacy is reduced in turn.(2)In the distance live learning,boys’ emotional engagement,academic self-efficacy and their various dimensions are significantly higher than girls,but in social engagement is significantly lower than that of girls.(3)In the distance live learning,the senior students’ engagement in mathematics learning and their cognitive engagement,the support of perceived mathematics teachers and their various dimensions,academic self-efficacy and their dimensions are significantly higher than those of senior students.(4)In the distance live learning,the students whose mathematics teachers are the head teachers significantly lower in their mathematics learning engagement and their levels of perception of support and other dimensions than those whose mathematics teachers are not the head teachers.(5)In the distance live learning,the students with excellent mathematics scores are significantly higher than those with lower mathematics scores in their mathematics learning engagement and their dimensions;the students with excellent mathematics scores are significantly higher than those in the middle and lower mathematics achievement rankings in perception of mathematics teacher support and emotional support;the students with excellent,middle and middle-level scores rank well The self-efficacy of academic and its dimensions are significantly higher than those students with lower math scores.(6)The direct effect of the students’ perception of mathematics teacher support on academic self-efficacy is significantly higher than that of non live class.(7)The self-efficacy of high school students in distance broadcast has a direct positive effect on the mathematics learning engagement,and there is no significant difference between the students in the live class and the non live class in the direct effect of the academic self-efficacy on the mathematics learning engagement.(8)The distance broadcast high school students’ perceived mathematics teacher support not only has a direct positive effect on the mathematics learning engagement,but also indirectly affects the mathematics learning engagement through the sense of academic self-efficacy.The academic self-efficacy plays a part of the intermediary role,and the indirect effect is slightly higher than the direct effect.There is no significant difference between students in live class and non live class that perceive the direct effect of mathematics teacher support on mathematics learning input;the indirect effect of direct effect of mathematics teacher support on mathematics learning input of live class students is higher than that of non live class.Therefore,the total effect of mathematics teachers’ support on mathematics learning input is higher than that of non live class students.