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

机译：学术表现差的人际关系与数学成就的关系

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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.
机译：人际关系已成为学术障碍学生社会研究的一个重要方面，因为人际关系不仅对学生的学生的学术发展产生了影响，而且还导致了一系列的心理问题，因此它是伟大的理论和理论上讨论这方面的实用价值。为了探讨人际关系与学术障碍学生的数学成就的关系，本研究采用了集群随机抽样的方法，利用小学和中学和学术水平考试的人际关系规模作为研究工具，并调查了17,335次 - Q城市等级学生。结果表明：（1）与其他学生相比，学术表现差的学生较低的人际关系中较低，同伴关系的得分是最低的，而女孩的分数明显高于男孩; （2）人际关系与学生绩效差，学生的学术表现有显着正相关，这对学术表现具有预测影响，教师 - 学生关系对学术表现的预测率最高。为了提高学生学术障碍学生的学术表现，促进其身心健康发展，父母和学校应注意学生与学术障碍的人际关系，通过多元化方式培养学生的社会沟通技巧。提高教师的责任感，加强学生表现差的学生的转变;共同努力创造一个良好的人际关系，促进学生的全方位发展。

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