The Influence Of Mathematical Self-Monitoring Ability And Mathematical Adversity Quotient On High School Students’ Mathematics Scores And Teaching Enlightenment

Mathematical self-monitoring ability is the ability of students to control and regulate their own mathematical learning activities.Mathematical adversity quotient is the ability of students to react to mathematical difficulties.Studies have shown that both mathematical selfmonitoring ability and mathematical adversity quotient can significantly affect mathematics scores.But the comprehensive effect of mathematics self-monitoring ability and mathematics adversity quotient on mathematics scores is unknown.This study surveyed high school students through adapted questionnaires and scales,analyzed the data using SPSS25.0 and PROCESS plug-in,and obtained the following research conclusions:(1)The overall math self-monitoring ability of high school students is average.The level of five dimensions of mathematical self-monitoring ability,from high to low,are: adjustment,management,planning,inspection,and evaluation.There are significant differences in mathematics self-monitoring ability of high school students in school and gender.High school students in key schools are stronger than ordinary schools in the overall level of mathematics self-monitoring ability and the five dimensions;high school boys are stronger than high school girls in the overall level of mathematics self-monitoring ability and the management,planning,testing,and evaluation dimensions,but the gender difference in the adjustment factors is not significant.(2)The overall mathematics adversity quotient level of high school students is relatively ideal.The levels of the four dimensions of mathematical adversity quotient from high to low are: mathematical attribution,mathematical control,mathematical extension,and mathematical influence.There are significant differences in mathematics adversity quotient of high school students in school and gender.High school students in key schools are better than ordinary schools in mathematics adversity quotient level and mathematics extension level.High school boys are stronger than High school girls in terms of overall mathematics adversity quotient level and mathematics control,mathematics influence,and mathematics extension,but the gender difference in mathematics attribution dimension is not significant.(3)Both mathematics self-monitoring ability and mathematics adversity quotient will have a significant impact on mathematics scores,and mathematics self-monitoring ability has a greater impact on mathematics scores.Mathematical adversity quotient plays a part of the mediating role between mathematics self-monitoring ability and mathematics scores,and the direct influence of mathematics selfmonitoring ability on mathematics scores is greater than the effect of mathematics adversity quotient mediation.