英文摘要 |
The relationship between middle school students' self-education expectations, teacher-student relationship and interest in mathematics learning are worthy of research. Existing studies mostly used one survey data to explore the above-mentioned variables. However, such analysis results often failed to understand the correlation between these variables. In this study, five waves of 1,375 students from the database of junior high school students in Keelung City were used to analyze the growth and changes of the teacher-student relationship and interest in mathematics learning through the latent growth curve. The following conclusions are obtained: (1)The self-education expectations in the first grade of junior high school had a positive and significant impact on the teacher-student relationship and the interest in mathematics learning in the first grade of junior high school; however, the self-education expectations in the first grade of junior high school had a positive effect on the teacher-student relationship and the interest in mathematics learning. There is no significant impact on the growth rate. (2)The teacher-student relationship in the first grade of junior high school had a significant positive impact on the interest in mathematics learning in the first grade. At the same time, the growth of the teacher-student relationship in the second semester of the first grade of junior high school to the second semester of the third grade in junior high school was very important for the interest in mathematics learning during the same period. Growth changes had a positive and significant impact. However, the teacher-student relationship of the first grade have no obvious influenced on the interest in mathematics learning in the five semesters after the first grade of junior high school. The contribution of this research lied in the long tracking of the growth trajectory of the teacher-student relationship and students' mathematics learning interest, and found that the self-education expectations of students entering the middle school had a significantly positive correlation with the teacher-student relationship and mathematics learning interest, and over time the effect is reduced to the third grade of middle school; however, the teacher-student relationship of students and the growth of interest in mathematics learning were positive and significant correlated. In response to the above conclusions, there were in-depth discussions and specific suggestions. |