| Inspired by the Report on the Work of the Government in 2022,the author researched the 2018 Programme for International Student Assessment seriously,and decided to do some research on the motivation for mathematics learning and social support,to study the status quo of them,and to find out the relationship between them.In order to reach this goal,the author chose junior high school students from three different schools in Xining City as an example.By analyzing this data,the author tried to find the problems exposed in the PISA 2018,thus we could give some useful suggestions.To do this research,we chose more than 900 students in three junior high schools in Xining City,Qinghai Province.The questionnaire we used was referred to the "Mathematics Learning Motivation Questionnaire" compiled by Wang Guangming and "Comprehension Social Support Scale" compiled by Wang Xiangdong.To make sure the quality of the data,we added a lie detector test.After analyzed the data,we came to the conclusions below.In this paper,we focused on the following questions:(1)The status quo of the motivation for mathematics learning and social support in mathematics in junior high school students.(2)If different grades,genders,student origins and mathematics scores will change students’ motivation for mathematics learning and social support of mathematics in junior high school significantly?(3)Is there a close relationship between motivation for mathematics learning and social support of mathematics in junior high school? And how to express?On the whole,the motivation for mathematics learning and social support in mathematics in junior high school students are in a relatively good state,with average values of 3.1623 and 3.60.Differences of mathematics learning motivation between different genders,grades and places of origin were present but not significant.Different scores significantly changed students’ mathematics learning motivation.On the other hand,differences of social support of mathematics between different genders,and places of origin were present but not significant.Different genders and scores changed students’ social support of mathematics significantly.There is a significant positive correlation between the students’ mathematics learning motivation and the social support of mathematics,they can predict each other.According to the research results,we sincerely advised that schools should continuously strengthen the training among mathematics teachers to build the good atmosphere.Teachers should help students establish a correct view of achievement and eliminate fear of difficulties.Students should learn mathematics with a positive and correct attitude,try to communicate with teachers,and establish a positive relationship with other students;Parents should create a democratic and harmonious family atmosphere and build a good home-school connection. |
