The Non-Intellectual Norm of Middle School Students’ Mathematics Learning and Its Grade Evaluation Standard - Taking Tianjin as an Example

Oct 15, 2026

Uploaded by Mary Man

Using the “Middle School Student Mathematics Learning Nonintellectual Questionnaire,” surveys were conducted with 1,400 middle school students across 11 districts and counties in Tianjin. Based on raw score normalization and the conversion formula T = 50 + 10×Z, researchers constructed non-intellectual overall and sub-dimension norm tables and derived a grade evaluation standard. Case analyses were then performed for both classes and individuals, followed by targeted suggestions based on findings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Methods

Research Tools

Sample Selection

Data Processing

Results

Non-Intellectual Level Evaluation Standards for Mathematics Learning

“Motivation” Dimension Grade Evaluation Standards

The Non-Intellectual Norm of Middle School Students’ Mathematics Learning and Its Grade Evaluation Standard: Taking Tianjin as an Example Guangming Wang, 1 Jian Li,2 Jingxian Jian3 1. Tianjin Normal University, Tianjin 300387, China 2. People’s Education Press, Beijing 100081, China 3. Nankai Elementary School, Tianjin Eco-City, Tianjin 300467, China | Abstract. Using the “Middle School Student Mathematics Learning Nonintellectual Questionnaire,” a total of1,400 middle school students in 11 districts and counties of Tianjin were surveyed. According to the data, using the raw score normalization method and the formula “T = 50+10×Z”, the non-intellectual overall and sub-dimension norm table of middle school student math learning were established, and the corresponding grade evaluation standard was determined. Using the results of this study, two types of application case analysis ofclass and individual were carried out, and corresponding suggestions were put forward based on the analysis results.
Best Evidence in Chinese Education 2021; 7(1):907-922.
Doi: [10.15354/bece.21.ar007](10.15354/bece.21.ar007). | | --- | | How to Cite: Wang, G., Li, J. & Jian, J. (2021). The non-intellectual norm ofmiddle school students ’ mathematics learning and its grade evaluation standard: Taking Tianjin as an example. Best Evidence in Chinese Education, 7(1):907-922. | Keywords: Middle School Student; Mathematics; Non-Intellectual; Norm; Grade Evaluation Standard About the Authors: Jian Li, Postdoctoral Research Station Researcher, Institute ofCurriculum and Textbooks, People’s Education Press, Beijing 100081, China. Email: [471460647@qq.com](471460647@qq.com); About the Authors: Jingxian Jian, Math Teacher, Nankai Elementary School, Tianjin Eco-City, Tianjin 300467, China. Email: [541151139@qq.com](541151139@qq.com). Correspondence to: Guangming Wang, Professor, Chief, Faculty of Education, Tianjin Normal University, Tianjin 300387, [China. Email: bd690310@163.com](China. Email: bd690310@163.com). Funding: This study was supported by the Tianjin Teaching Achievement Cultivation Project “Development and Practical Application of Mathematics Learning Evaluation Tools”(project \#: PYJJ-036). Conflict of Interests: None. © 2021 Insights Publisher. All rights reserved. Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Crea tive Commons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by](http://www.creativecommons.org/licenses/by)nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed by the Insights Publisher. NON-INTELLECTUAL factors, as an essential part of influencing students’ learning and development, have received extensive attention in the fields of education and psychology. Studies have shown that there is a positive correlation between non-intellectual factors of mathematics learning and mathematics academic performance (Lv et al., 1995; Wang, 2004; Zhang, 2012) . Besides, non-intellectual factors are important influencing factors of mathematics learning efficiency (Wang et al., 2014; Wang et al., 2015; Wang et al., 2017 ; Wang & Yang, 2015) . Although there are many non-intellectual evaluations of middle school students’ mathematics learning in previous studies (Cao et al., 2015; Yang et al., 2015), they lacked a unified evaluation basis and reference, and the measurement results cannot be analyzed under the same reference standard. Therefore, it is indispensable to study the non-intellectual norm of middle school students in mathematics. Based on the “Middle School Student Mathematics Learning Non-intellectual Questionnaire,” this study established the middle school student math learning non-intellectual norm and its grade evaluation standard and conducted a case analysis of this result. Methods Research Tools This study c

FAQs

What data and tool were used to build the non-intellectual norms and grade evaluation standard?

The study used the “Middle School Student Mathematics Learning Non-intellectual Questionnaire” and surveyed 1,400 middle school students in Tianjin. The resulting data were processed to create norm tables and the corresponding grade evaluation standard.

How were scores converted to form the non-intellectual norm table?

A raw score normalization approach was applied, and standard scores were converted using T = 50 + 10×Z. Percentile ranks were used to determine the correspondence between original scores and standard scores.

What is the sample scope and final number of valid questionnaires?

The survey covered 6th- and 7th-grade students in 11 Tianjin districts and counties. After removing 56 regular/identical-answer questionnaires and 58 invalid ones using polygraph questions, 1,286 valid questionnaires were obtained with a 91.86% effective rate.

Oct 15, 2026

Uploaded by Mary Man