A Study On The Mechanism Of Mathematical Adversity Quotient And Mathematics Achievement Of Sophomore Students

The era of core literacy has put forward new requirements for high school students’ learning motivation and learning stress.Mathematical inverse quotient is a research hotspot in the context of The Times.After decades of research at home and abroad,scholars have been discussing the relationship between mathematical inverse quotient and mathematical achievement,the cultivation of mathematical inverse quotient,the measurement of mathematical inverse quotient and other perspectives.Some researchers measure individuals’ enthusiasm for subject education through learning motivation,and believe that positive psychological factors have an impact on students’ performance in the exam.However,there is still a lack of empirical research and test on the mechanism of mathematical inverse quotient on mathematical achievement.Based on this,this study focuses on the core issue of the action mechanism of deep mathematical inverse quotient on math scores,combing with existing literature,taking sophomore students as the research object to understand the level of mathematical inverse quotient,positive psychological capital and math learning motivation of sophomore students,and exploring the mediating effect of positive psychological capital and math learning motivation between mathematical inverse quotient and math scores.Based on the theoretical conception of mathematical inverse quotient and the conclusion of mathematical statistics,this paper analyzes the mechanism of mathematical inverse quotient on mathematical achievement in order to provide substantive suggestions for mathematics education in senior high school.In this study,the Questionnaire on Mathematics Learning of sophomore high school students,composed of basic information bar,mathematical reverse negotiation table,positive psychological capital scale and mathematics learning motivation scale,was used to conduct a questionnaire survey on the senior high school students in the joint examination of seven schools in Guangxi,and the statistical software SPSS21.0 and AMOS21.0 were used to conduct an in-depth analysis of 359 valid data.The research conclusions are as follows:(1)The mathematical inverse quotient,positive psychological capital and mathematical learning motivation of sophomore high school students are above the average level,and the proportion of male students with high mathematical inverse quotient is about three times that of female students;(2)Mathematical inverse quotient,positive psychological capital and mathematical learning motivation are different in gender,nationality and home address.(3)The highest degree of the father,the highest degree of the mother,the family relationship and the expectation of parents have a significant impact on the mathematical inverse quotient,positive psychological capital and mathematical learning motivation of sophomore students,but the difference of mathematical inverse quotient and positive psychological capital under different "self-expectation" is not significant;(4)Mathematical inverse quotient,positive psychological capital,mathematical learning motivation and mathematics achievement are significantly correlated;(5)Mathematical inverse quotient can affect mathematical scores by affecting positive psychological capital or mathematical learning motivation,and positive psychological capital or mathematical learning motivation play a mediating role between mathematical inverse quotient and mathematical achievement;(6)Mathematical inverse quotient can influence students’ positive psychological capital,and then affect math learning motivation,and finally affect math achievement,that is,positive psychological capital and math learning motivation play a chain mediating role between math inverse quotient and math achievement.Based on the research conclusion,the following teaching suggestions are put forward: first,exercise the control of mathematics,rational attribution;Exercise math acuity to reduce the impact.Second,enhance self-efficacy;Set up the hope of mathematics study.Third,pay attention to external factors to intensify mathematics learning motivation;Notice the internalization of extrinsic incentives.