A Study On The Impact Of Middle School Students' Perceived Support From Mathematics Teachers And Parents On Their Mathematics Academic Performanc

Family and school are important fields that affect the learning and development of middle school students.Only by forming the synergy between family and school to the maximum extent can we better promote the learning and growth of middle school students.At the same time,as an important internal factor of students’ learning,learning efficacy has a direct control effect and an indirect regulation effect on learners’ learning performance.Therefore,the logic of the research starts from the home-school two-way.Through questionnaire survey and interview analysis,the sense of support and learning efficacy of teachers and parents are incorporated into the synergistic mechanism,so as to explore the differences in the influence of internal and different external support points on math scores,so as to find a breakthrough point for better improving the quality of home-school education in the future.The research questions mainly include:(1)How do middle school students perceive the support of math teachers and parents and how do they perceive the efficacy of math learning?(2)What is the relationship between middle school students’ perceived support from math teachers and parents and their perceived efficacy in math learning and students’ academic achievement in math?(3)How do middle school students’ perceived support from math teachers and parents and their perceived efficacy affect their math academic performance?In this study,a total of 938 students from 5 middle schools in 3 districts of Tianjin were surveyed.The survey adopted the collective measurement method,with the class as the sampling unit.In addition,according to the questionnaire responses,24 middle school students with high,medium and low levels of the questionnaire respondents were selected for structured interviews,and quantitative subjective reasons were explored.Based on the above analysis,the research conclusions are as follows:1.Research conclusion on middle school students’ perceived support from math teachers and parents and their perceived efficacy in math learningMiddle school students’ mathematics learning efficacy score is generally low.In the two sub-dimensions,students scored higher on ability efficacy,but lower on behavior efficacy.The mathematics learning efficacy of high and middle school students is significantly better than that of middle school students,and the mathematics learning efficacy of middle and high school students shows a decreasing trend with the increase of grade.In addition,the student cadres’ mathematics learning efficacy is significantly better than that of non-student cadres,and the mathematics learning efficacy increases with the educational level of parents.Middle school students perceived the support of mathematics teachers as ideal,the scores of independent support and ability support of mathematics teachers were high,but the emotional support was poor.There are significant differences in the perception of mathematics teacher support among students with different grades,different grades,the status of the only child,the status of student cadres and the status of parents with different educational backgrounds.Among them,grade factor has the most obvious difference on students’ perceived support of mathematics teacher.Middle school students perceive parental support well.In the three sub-dimensions,the scores of perceived parental autonomous support and emotional support are high,while the scores of ability support are slightly poor.There are significant differences in perceived parental support among students of different grades,student cadres and parents with different educational backgrounds.Among them,the influence of different educational background factors on students’ perceived parental support is the most obvious difference.2.Research conclusion on the relationship between middle school students’ perceived support from math teachers and parents,math learning efficacy and students’ math achievementBased on the prediction analysis,it is found that middle school students’ math learning efficacy,perceived math teacher support and perceived parental support can all positively predict math academic achievement,and the four are positively correlated.Based on the interaction effect,the model with perceived parent support has the best effect on the prediction of middle school students’ mathematics learning efficacy,perceived teacher support and perceived parent support.3.Research conclusion on the influence path of middle school students’ perceived support from math teachers and parents and math learning efficacy on math academic achievementMiddle school students’ mathematics learning efficacy plays a mediating role between perceived mathematics teacher support and mathematics academic achievement and perceived parental support and mathematics academic achievement.Middle school students perceive that there is a double-chain mediating mechanism between the support of teachers and parents,the learning efficacy of mathematics and the academic achievement of mathematics.Compared with the plasticity of the support of parents,it can become a new starting point of home-school cooperation.Through the above research results,we can draw the enlightenment: starting from teachers,pay attention to students’ learning effectiveness in mathematics,and uphold "student-oriented";Teach students in accordance with their aptitude,supplement teachers’ emotional support for math learning,and teach students to fish with professional bait;Optimize the home-school co-parenting mode,revitalize the charm of family education.Starting from parents,maintain students’ learning efficiency of mathematics,skillfully use "encourage education";Lead by example,cooperate with teachers’ support,appropriately delimit on the basis of trust;Parents to enhance the ability to support students to learn mathematics,the education of the law is valuable.