Cao, C.Y. and Zhang, D.Q. (2015) Ding Hai’s Rematch. Investigation and Analysis of Mathematical Negative Quotient of Junior Middle School Students in Ethnic Areas—A Case Study of Mathematical Negative Quotient of Tibetan and Chinese Junior Middle School Students in Gannan Tibetan Autonomous Prefecture. Journal of Mathematics Education, 24, 50-53.

has been cited by the following article:

• TITLE: The Analysis of Mathematics Adversity Quotient of Left Behind Junior High School Students in Rural Areas

  AUTHORS: Le Qin, Ying Zhou, Wijaya Tommy Tanu

  KEYWORDS: Mathematics Adversity Quotient, Left-Behind Junior High School Students, Non-Left-Behind Junior High School Students, Mathematics Education, Home Education

  JOURNAL NAME: Open Journal of Social Sciences, Vol.7 No.10, October 25, 2019

  ABSTRACT: As a non-intellectual factor, Mathematics Adversity Quotient plays a crucial role in students’ learning of mathematics. This study adopts the modified mathematics adversity quotient table measuring left-behind and non-left-behind students’ Adversity Quotient in Chetian Minority Junior High School in Ziyuan, Guilin, Guangxi. It is found that the mathematics Adversity Quotient of non-left-behind junior high school students is generally higher than that of left-behind students, so there is a significant difference between them. Based on this situation, questionnaire survey and in-depth interview are adopted to explore the factors affecting the Adversity Quotient of left-behind junior high school students. Finally, it is concluded that home-school communication, teachers’ and parents’ care in school education have a significant influence on student’s Mathematics Adversity Quotient.