Proceedings of the 2nd International Conference on Education, Language and Art (ICELA 2022)

<Previous Article In Volume
Next Article In Volume>

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_121How 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.

Copyright
© 2023 The Author(s)
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.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
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
978-2-38476-004-6
ISSN
2352-5398
DOI
10.2991/978-2-38476-004-6_121How to use a DOI?
Copyright
© 2023 The Author(s)
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.

Cite this article

risenwbib
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  -