The Relationship Between Interpersonal Relationship and Math Achievement of Students with Poor Academic Performance

Abstract

Interpersonal relationship has become an important aspect of social research on students with academic disabilities, because interpersonal relationship not only has an impact on the academic development of students with academic disabilities, but also causes a series of psychological problems, so it is of great theoretical and practical value to discuss this aspect. In order to explore the relationship between interpersonal relationship and math achievement of students with academic disability, this study adopted the method of cluster random sampling, using interpersonal relationship scale of primary and secondary schools and academic proficiency test as research tools, and investigated 17,335 fourth-grade students in Q city. The results showed that: (1) Compared with other students, students with poor academic performance scored lower in interpersonal relationship, among which the score of peer relationship was the lowest, and the score of girls was significantly higher than that of boys; (2) There is a significant positive correlation between the interpersonal relationship and the academic performance of the students with poor academic performance, which has a predictive effect on the academic performance, and the teacher-student relationship has the highest predictive rate on the academic performance. In order to improve the academic performance of students with academic disabilities and promote their physical and mental health development, parents and schools should pay attention to the interpersonal relationship of students with academic disabilities and cultivate students' social communication skills through diversified ways. To improve teachers' sense of responsibility and strengthen the transformation of students with poor academic performance; Work together to create a good interpersonal atmosphere to promote the all-round development of students.