| Junior high school education is one of the most important learning periods in a student’s life,and it is also a key period to determine the future development direction of students.Students are placed in an environment full of pressure and severe challenges.Many students fail to correctly recognize the failures that are encountered in mathematics learning and blame their own lack of ability,which leads to anxiety and inferiority,and even fear of failure.In order to avoid the consequences of failure and a series of negative emotional experiences,students tend to adopt the way of learning procrastination to maintain their self-esteem and image,which has brought many negative effects and emotions to students.Therefore,in daily teaching,teachers should be able to elaborate more quality education content,not only pay attention to students’ performance,but also pay attention to students’ mental health problems,imperceptibly affect students,so that their physical and mental health can be well developed and balanced out.In this research,763 junior high school students in Xining City,Qinghai Province used the “Junior high school fear of mathematical failure” and “Junior high school mathematical academic procrastination” questionnaires as measuring tools.This research discusses the general situation of mathematical failure fear and mathematics academic procrastination for junior high school students,differences of gender,grade,whether he or she is the only child or not,achievement level,plus the correlation and regression between the two.Using SPSS26.0 statistical software to analyze the data,and the main conclusions are as follows:(1)The overall fear of mathematical failure and mathematics academic procrastination for junior high school students are at a middle level,and there are significant differences in gender,grade,only child or not,and achievement level;(2)Junior high school students’ fear of mathematical failure and its five dimensions(fear of experiencing shame and embarrassment,fear of low self-evaluation,feeling confused in the future,fear of social value reduction,fear of letting important people down)has a significant positive correlation within mathematical academic procrastination,and there is a significant positive correlation between the five dimensions of mathematical failure fear and the five dimensions of mathematical learning procrastination(lack of plan in mathematics learning,lack of decisiveness in mathematics learning,negative attitude towards mathematics learning,delay of mathematics learning behavior,low academic self-efficacy);(3)Junior high school students’ fear of mathematical failure has a significant positive predictive effect on mathematical learning procrastination,among them,the regression equation between fear of mathematics failure and mathematics academic procrastination is mathematics academic procrastination=0.588 × fear of mathematics failure + 1.234.And the regression equation between the five dimensions of fear of mathematics failure and mathematics academic procrastination is mathematics academic procrastination=0.111× fear of experiencing shame and embarrassment+0.095 × fear of low self-evaluation+0.076 ×feeling confused in the future+0.088×fear of social value reduction+0.232×fear of letting important people down + 1.177.Based on the above research conclusions,this research puts forward corresponding suggestions to schools,teachers and parents respectively,such as conducting lectures and group counseling activities,guiding students to correctly attribute,creating a relaxed and pleasant classroom atmosphere,enhancing students’ confidence in learning mathematics,alleviating students’ fear,adopting emotional and warm parenting methods,respecting and appreciating children,regularly communicating with children,setting an example,in order to effectively help students eliminate the fear of failure in math learning,so as to help students quit the bad habit of delaying math learning. |
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