RESUMO
This study investigated the mathematical problem-solving ability of 42,644 ninth-grade students who participated in regional education quality health monitoring from Z province in East China and the factors which influence their performance of mathematical problem-solving. The results are as follows: (1) ~96% of the students' mathematics problem-solving ability meets the basic academic requirements of the mathematics curriculum standards; (2) boys and children without siblings performed better, and urban students performed significantly better than county and rural students; (3) ~28% of students' mathematical problem-solving performance came from inter-school variability; urban and rural backgrounds had a greater impact on mathematical problem-solving than did teaching factors, while teaching self-efficacy had the least impact among the school-level influencing factors. In contrast, the influence of individual non-intelligence factors was higher than that of student background variables, including a greater positive effect of self-efficacy and a greater negative effect of mathematics anxiety.
RESUMO
In order to deepen people's understanding of how school bullying influences subjective well-being of students involved, this research system explores the relationship between school bullying, school belonging, and subjective well-being, and the data of students in mainland China (represented by Beijing, Shanghai, Jiangsu, and Zhejiang) participating in the PISA 2018 test were used for analysis. The results show that school bullying has a significant negative correlation between students' school belonging and subjective well-being. Besides, school belonging plays a part role in mediating the negative correlation between school bullying and subjective well-being of middle school.
