Research On The Relationship Among Achievement Goal Orientation,Mathematics Learning Engagement And Math Academic Achievement Of Rural Senior High School Students

In the background of the new era,the new curriculum reform and the new national college entrance examination,the students will play the main role in the education and teaching as required,enabling students to become the masters of learning and putting forward higher requirements for students’ personal development and academic achievement.Maths learning is also the “long-standing” problem of many students and improving the maths academic achievement becomes the urgent need for many students.This paper will explore the internal relations between the achievement goal orientation and learning engagement,which are the important internal elements for improving academic achievement.In existing research,many studies can be found on achievement goal orientation,mathematics learning engagement,and maths academic achievement,as well as on the relationship between the three.However,there is less discussion on putting them together,and the relationship mechanism and impact path between the three still need further research.In addition,different researchers hold different perspectives on the relationship between achievement goal orientation and academic performance,as well as between mathematical learning engagement and maths academic achievement.Exploring the reasons for this,the composition of the surveyed subjects plays a key role.This study used a stratified sampling method to select a total of 667 rural students from a high school in Rizhao City,Shandong Province as the survey subjects.Through literature review,the Quadrant Achievement Goal Orientation Scale and the Senior High School Students’ Maths Learning Engagement Scale to be used in this study were determined,and a questionnaire survey was conducted.After the questionnaire was collected,the data were sorted out and SPSS26.0 was used for item analysis,reliability and validity test,descriptive statistical analysis,difference analysis,correlation analysis,regression analysis and mesomeric effect effect analysis.The following conclusions were obtained:1.The scores for achievement goal orientation and four dimensions of rural senior high school students are at the medium level,among which the scores of mastery-oriented achievement goal orientation are higher than those of performance-oriented;The average of the total score of maths learning engagement is at the medium to upper level.To specify them among the four dimensions included,students have the highest score in behavioral engagement,followed by social engagement and cognitive engagement comes the last,but all of them are at middle and upper level.2.There are extremely significant differences in gender among the academic results of rural senior high school students-avoiding type achievement goal orientation and mastery-avoiding type achievement goal orientation;In the groups of different grades,there are obvious differences in the total score of achievement goal orientation and the two dimensions of academic results-approach and mastery-approach;remarkable differences are displayed in the two dimensions of mastery-approach and academic results-avoiding under different academic achievement level,while no significant differences are showed for mastery-avoiding and academic results-approach.3.Obvious differences in gender are showed in the rural senior high school students’ Maths learning engagement,among which,the two dimensions of cognitive engagement and behavioral engagement also demonstrate evident differences;In the groups of different grades,the total scores of behavioral engagement,social engagement,emotional engagement,cognitive engagement and Maths learning engagement are significantly different under grade differences;Under different academic achievement levels,students with different levels of Maths academic achievement have extremely significant differences in Maths learning engagement and various dimensions.4.For rural senior high school students,the achievement goal orientation has a significant positive correlation with the maths academic achievement.Among them,academic achievement has an evident positive correlation with mastery-approach,a significant negative correlation with academic results-avoiding,and no significant correlation with academic results-approach,mastery-avoiding,and total scores;There is a significant positive correlation between achievement goal orientation and mathematics learning engagement.Except for the negative correlation between academic results-avoiding dimension and behavioral engagement,social engagement,emotional engagement and cognitive engagement,the relationship between other related variables show significant positive correlation;mathematics learning engagement and its four dimensions are significantly positively correlated with maths academic achievement.5.Through regression analysis of achievement goal orientation,mathematics learning engagement and maths academic achievement of rural senior high school students who participated in the questionnaire survey,five regression models were obtained.6.In the path that the achievement goal orientation(constructed with the achievement goal orientation as the independent variable,the mathematics learning engagement as the mediator,and the maths academic achievement as the dependent variable)influences the maths academic achievement,the mathematics learning engagement has an evident mediator effect.Finally,through the analysis and discussion of the research results,specific measures and suggestions for education and teaching are proposed,hoping to provide a theoretical basis and practical experience for education and teaching in many small and medium-sized cities and rural areas in China.