The Correlation Between Senior High School Students’ View Of Mathematics Teacher Assistance And Their Engagement In Mathematics Learning:The Chain Mediator Effect Of Mathematics Anxiety And Mathematics Self-efficacy

To foster outstanding talents with a creative spirit and moral integrity,one of the essential elements is to enhance the fundamental excellence of pupils,thus hastening the building of an excellent educational system.The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)emphasize that the importance of mathematics curriculum education should be highlighted,with core literacy of students being of utmost importance in the development of their overall core literacy.Mathematics learning engagement is the concrete embodiment of learning engagement in mathematics discipline,which means that students show a continuous and positive emotional state of mathematics in learning mathematics.Some studies have pointed out that mathematics learning engagement will be affected by external environmental factors(such as teacher support),and also by personal psychological factors(such as math anxiety,math self-efficacy).The teacher is the main contact object of students in school,is an important micro-element that affects students’ mathematics learning input.In addition,relevant studies have pointed out that the individual’s mathematical learning involvement will be affected by the sense of mathematical self-efficacy and negative academic emotions(Jiang Shuyang et al,2019).In the high school mathematics learning stage,the generalization of mathematics abstraction has increased significantly.It takes more time and more reasonable learning methods to learn mathematics well.At the same time,students may also have higher math anxiety and lower math self-efficacy.Therefore,this study intends to explore the current situation of high school students’ math anxiety and math self-efficacy;Whether perceived mathematics teacher support has a predictive effect on mathematics learning engagement,and whether negative academic emotions(such as mathematical anxiety)and mathematical self-efficacy have a mediating effect between perceived mathematics teacher support and mathematics learning engagement.This will increase teachers’ encouragement and support for students reduce students’ math anxiety,improve math self-efficacy,and then increase math learning input.This study consists of two parts.In Study 1,276 senior high school students in Shijiazhuang,Hebei Province were conduct a questionnaire by using the scale of middle school students’ mathematical learning input prepared by Guo Wei(2021)and the scale of mathematical self-efficacy prepared by Jiang Rongrong(2015),and 249 valid questionnaires were recovered.Since the original scale has not been published,in order to verify whether it can be effectively applied to the students in this survey,the reliability and validity of the two scales were tested.The results showed that the reliability and validity of the scale were good;After deleting the items that affect the validity of the "Mathematics Self-efficacy Scale",there are 21 remaining items.The three dimensions of general mathematics self-efficacy,mathematics academic self-efficacy and mathematics learning self-regulation self-efficacy have good reliability and validity.Reliable measuring tools for pertinent research can be employed in the form of the "Middle School Students’ Mathematics Learning Engagement Scale" and the revised "Mathematics Self-efficacy Scale."In Shijiazhuang,Hebei Province,Study 2 surveyed 910 high school students,utilizing the Scale of Middle Schoolers’ Involvement in Mathematics Learning,the revised Scale of Mathematics Self-efficacy,the Perceived Mathematics Teacher Support Scale,and the Scale of Mathematics Anxiety,yielding 860 valid questionnaires.Exploring the current state of math anxiety and self-efficacy among high school students,as well as the perceived connection between math teacher support,math learning engagement,math anxiety,and math self-efficacy,the mediating effects of math anxiety and self-efficacy on perceived math teacher support and math learning involvement were also discussed.The results show that:(1)The overall math anxiety of high school students is above the average level,and the overall math self-efficacy is below the average level.(2)Perceived math teacher support,math learning engagement,and math self-efficacy have significant positive correlation,and have significant negative correlation with math anxiety.(3)Perceived math teacher support can significantly positively predict math learning engagement,math self-efficacy,and significantly negatively predict math anxiety;Mathematics anxiety can significantly predict mathematics learning engagement and mathematics self-efficacy negatively;Mathematics self-efficacy can significantly and positively predict mathematics learning engagement.(4)The problem solving anxiety,observation anxiety,life anxiety dimension and mathematical self-efficacy of mathematical anxiety play a part of intermediary role between perceived mathematical teacher support and mathematical learning input respectively;Moreover,the three dimensions of mathematical anxiety,namely problem-solving anxiety,observation anxiety and life anxiety,and mathematical self-efficacy all play a chain mediating role between perceived mathematical teacher support and mathematical learning input.