Correlation Analysis Between Praise Strategies of Junior Middle School Mathematics Teachers and Students’ Mathematics Learning Motivation

Linqian Li; Shuangling Liao; Yiming Song; Yuanding Song

doi:10.2991/978-2-38476-004-6_121

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Correlation Analysis Between Praise Strategies of Junior Middle School Mathematics Teachers and Students’ Mathematics Learning Motivation

Authors

Linqian Li¹, Shuangling Liao², Yiming Song³, Yuanding Song⁴^{, *}

¹School of Foreign Languages, Hunan University, Changsha, Huanna, China

²School of English Study, Chengdu Institute Sichuan International Studies University, Chengdu, Sichuan, China

³School of Literature, Heilongjiang University, Harbin, Heilongjiang, China

⁴School of Literature, Nankai University, Tianjin, China

^*Corresponding author. Email: 15000440216@xs.hnit.edu.cn

Corresponding Author

Yuanding Song

Available Online 1 March 2023.

DOI: 10.2991/978-2-38476-004-6_121 How to use a DOI?
Keywords: Praise; Learning motivation; Junior middle school student; Math; Correlation analysis
Abstract: Since the “double reduction” policy was introduced, more and more scholars, teachers, and parents have paid attention to teacher praise and students’ learning motivation. To provide a basis for teachers to implement praise strategies in teaching, this paper takes junior middle school mathematics as the starting point, conducts a questionnaire survey among middle school students in the Xiangyang area, and studies the correlation between teachers’ praise strategies and learning motivation. IBM SPSS Statistics 26 was used to analyze the results of 176 valid questionnaires, and it was found that (1) teachers’ praise strategies were significantly correlated with learning motivation, among which praise strategies had a significant correlation with students’ intrinsic motivation, but had a weak correlation with external motivation. (2) Students’ evaluation of teachers’ praise behavior is not related to students’ exogenous learning motivation but is significantly related to students’ intrinsic motivation. (3) Students’ tendency to teachers’ praise behavior is related to both endogenous and exogenous learning motivation. Compared with endogenous motivation, students’ tendency to teachers’ praise behavior is more strongly related to exogenous learning motivation. For students with endogenous learning motivation, teachers must pay more attention to students’ behavior and thoughts to trigger students’ intrinsic motivation. For students with exogenous learning motivation, teachers need to pay more attention to the frequency and scene of praise to enhance students’ sense of accomplishment and self-efficacy.
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title: Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022)
Series: Advances in Social Science, Education and Humanities Research
Publication Date: 1 March 2023
ISBN: 10.2991/978-2-38476-004-6_121
ISSN: 2352-5398
DOI: 10.2991/978-2-38476-004-6_121 How to use a DOI?
Open Access: Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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ris enw bib

TY  - CONF
AU  - Linqian Li
AU  - Shuangling Liao
AU  - Yiming Song
AU  - Yuanding Song
PY  - 2023
DA  - 2023/03/01
TI  - Correlation Analysis Between Praise Strategies of Junior Middle School Mathematics Teachers and Students’ Mathematics Learning Motivation
BT  - Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022)
PB  - Atlantis Press
SP  - 1012
EP  - 1020
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-004-6_121
DO  - 10.2991/978-2-38476-004-6_121
ID  - Li2023
ER  -

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