A Study On The Relationship Between High School Students’ Altruistic Learning Motivation And Math Daily Academic Flexibility

High school is an important stage that determines the formation of a person’s values,outlook on life and world outlook.High school students will encounter various difficulties and challenges in their daily math learning activities.In this case,whether students can improve their math daily academic flexibility from the perspective of altruistic learning motivation,which will directly affect high school students’ mathematics learning effect and subsequent mathematics learning.To study the altruistic learning motivation of high school students and the flexibility of mathematics daily learning can help high school students understand themselves and cope with the difficulties and challenges in daily mathematics learning in a positive way.This study takes high school students in Xining as the study object.The altruistic motivation of mathematics and mathematics daily academic elasticity has carried on the questionnaire survey,analyzed the high school mathematics altruistic motivation,mathematics daily studies the present situation of the elasticity,as well as the grade difference,gender difference,correlation and regression analysis,draws the following conclusion:1.Among the three dimensions of mathematics altruistic learning motivation of senior high school students,the mean scores of family orientation dimension and school orientation dimension are higher,which are ranked from small to large according to the mean scores: national orientation dimension,family orientation dimension and school orientation dimension;The average score of external support dimension and self-efficacy dimension is higher in the four dimensions of high school mathematics daily academic flexibility,and the order of the mean score is executive power dimension,emotional stability dimension,self-efficacy dimension and external support dimension.2.There is no significant gender difference between high school students’ altruistic learning motivation and math daily academic elasticity,but the average value of girls’ altruistic learning motivation and math daily academic elasticity is slightly higher than that of boys.3.There is a significant positive correlation between high school students’ mathematical altruistic learning motivation and mathematical daily academic flexibility,which is reflected in the higher the level of mathematical altruistic learning motivation,the higher the level of mathematical daily academic flexibility,and vice versa.4.The linear regression equation of mathematical regular academic elasticity is as follows: mathematical regular academic elasticity =521.0× national orientation+201.0× family orientation +146.0× school orientation +088.2.5.Linear regression equation of mathematical altruistic learning motivation:Mathematical altruistic learning motivation =334.0× executive power 1+48.0×external support +238.0× self-efficacy +268.0× emotional stability +010.0.Research conclusion can be used to carry out the frustration education regularly in schools,enhance the students’ ability of art,guide the students from to the correct attribution by the front-line mathematics teacher,encourage students to actively participate in mathematics activities,stimulate students’ interest in maths study and it also provides reference for the application of altruistic learning motivation and daily academic flexibility in specific subjects.