A Longitudinal Study On The Relationship Among Middle School Students’ Cognition,Emotion And Behavior Engagement In Mathematics Learning

Student engagement is not only an important factor affecting students’ academic achievement,but also an effective index to measure individual learning quality.This study focuses on specific mathematics subjects,and investigates the situation of middle school students’ mathematics learning engagement.It mainly discusses the following two problems:(1)the current situation of middle school students’ mathematics learning engagement;(2)the relationships among behavior engagement,cognitive engagement and emotional engagement for middle school students’ mathematics learning.In this study,the literature analysis method is used to sort out the previous literature on learning engagement.In addition,the concept and dimension of mathematics learning engagement are determined.Afterward,we construct a cross-lagged regression model of mathematics learning for cognitive engagement,emotional engagement and behavioral engagement.Finally,taking some middle school students in the western and central regions as the research objects,using a two-year longitudinal design.This paper makes a scientific analysis for 1615 valid samples of data matching,and draws the following conclusions.(1)The overall level of middle school students’ mathematics student engagement is above the middle level.(2)In the dimension of emotional engagement,there are significant grade and gender differences among middle school students;in the dimension of behavioral engagement,there are significant grade and gender differences among high school students;in the dimension of cognitive engagement,there are significant gender and urban-rural differences among middle school students.(3)There is a significant positive correlation between emotional engagement,cognitive engagement and behavioral engagement in middle school students’ mathematics learning.(4)To a large extent,the behavioral,cognitive and emotional engagement in mathematics learning can predict the later behavioral,cognitive and emotional engagement.In addition,the emotional engagement of grade two can significantly predict the behavioral and cognitive engagement of grade three,and the cognitive engagement of grade two can significantly predict the emotional engagement of grade three.Similarly,the cognitive engagement of grade two can predict the emotional engagement of grade three to a large extent.Finally,based on the above conclusions,this research puts forward relevant research recommendations,in order to help mathematics educators and mathematics teachers to understand the mathematics learning status of middle school students from multiple angles,and help middle school students to understand their mathematics learning more comprehensively,and be targeted Relevant measures have been taken to increase the engagement of middle school students in mathematics learning and improve the quality of middle school education in our country.