Mathematics plays an irreplaceable role in the formation of human rational thinking, scientific spirit and the promotion of personal intellectual development, and the impact of mathematics education on personal development is characterized by uniqueness, reality and necessity. Academic emotions and mathematical achievement are regarded as important affective and cognitive factors in mathematics learning, therefore, in order to link the affective and cognitive factors in mathematics education, improve mathematics teaching and explore the laws of mathematics education, it is necessary to analyze the relationship between the two, and there are many studies exploring the intrinsic connection between the two, but the results are quite different.

Based on this, a study published in the Journal of Mathematics Education used a meta-analytic approach to comb and analyze 28 national and international literatures to investigate the strength of the correlation between academic emotions and mathematical achievement as well as the possible moderating factors.

This study shows:

Firstly, there was a significant positive correlation between activating positive emotions and mathematical achievement, and a significant negative correlation between activating negative emotions, deactivating positive emotions and mathematical achievement, and deactivating positive emotions were significantly less correlated with mathematical achievement than activating negative emotions and mathematical achievement.

Secondly, cultural context significantly moderated the relationship between activating positive emotions, activating negative emotions and mathematical achievement. In particular, the correlation between activating positive emotions and mathematical achievement was significantly higher in the Eastern (Chinese) culture than in the Western culture.

Thirdly, teaching activities significantly moderated the relationship between activating negative emotions, deactivating positive emotions and mathematical achievement, and the correlation between activating negative emotions, deactivating positive emotions and mathematical achievement was significantly higher for exams than for the classroom.

Finally, school level significantly moderated the relationship between activating positive emotions, deactivating positive emotions and mathematical achievement. In particular, the correlation between activating positive emotions, deactivating positive emotions, and mathematical achievement was significantly higher at the secondary level than at the primary level.

Based on the results of these analyses, the authors give the following recommendations:

Firstly, pride highlights the individual's recognition of higher academic achievement due to his or her own reasons, but it should be noted that pride is two-dimensional, divided into real pride and arrogant pride, which tends to cause over-exaggeration of oneself, belittling others, ignoring problems in the learning process, and failing to recognize one's own strengths and weaknesses. Therefore, one should be wary of arrogance and other high positive emotions.

Secondly, students who show deactivating positive emotions find it difficult to get rid of their negative emotions through their own efforts, so emotional support such as respect, empathy and caring from teachers is particularly important for students. Teachers can also adjust their teaching to the students' own abilities and avoid making the learning content too challenging for the students.

Thirdly, teachers provide positive feedback on student progress, emphasize personal growth, try to avoid rewards and punishments based on grades, and increase incentives for learning behaviors and decrease penalties for negative outcomes.

Finally, the destructive nature of deactivating positive emotions is potentially devastating and may have a greater negative impact on subsequent learning, with implications for subsequent learning of math, career development, and vocational choices, so it is important for teachers to intervene proactively in the face of students' emotions of hopelessness, helplessness, and boredom.

In order to examine the relationship between parental corporal punishment and children's levels of daily executive functioning and executive functioning tasks, and to reveal the possible cumulative effects of prolonged parental corporal punishment, an article published in Psychological Development and Education used a consecutive 3-year follow-up research design to measure 710 third- and fourth-grade elementary school students and both of their parents, and the results of the study showed that:

1. The higher the initial level of parental corporal punishment and the slower it declined over time, the more problems children had with daily executive functioning. Specifically, the longer the duration of frequent corporal punishment by both fathers and mothers, the worse the development of children's daily executive functioning, i.e., there was a cumulative effect of the negative effects of corporal punishment by both fathers and mothers on children's daily executive functioning, and there was also a cumulative effect of the effects of long-term parental corporal punishment on children's daily executive functioning.

2. The higher the initial level of parental corporal punishment, the worse the level of children's executive functioning tasks, but the developmental changes of parental corporal punishment could not predict the level of children's executive functioning tasks, and there was no cumulative effect of parental corporal punishment on the level of children's executive functioning tasks. The findings suggest a cumulative effect of long-term parental corporal punishment on children's daily cognitive functioning in a negative way.

This article reveals that we need to intervene in a timely manner with parents who physically punish their children, especially those who continue to do so, and guide them to change their disciplinary strategies and adopt more scientific, effective and non-violent ways of disciplining their children, which is important for the promotion of children's multi-faceted development; furthermore, interventions in family education should not be limited to mothers who are more involved in parenting, but also to fathers who are less involved in parenting. In addition, intervention in family education cannot be limited to mothers who are more involved in parenting; fathers, who are less involved in parenting, also need to learn more scientific and effective parenting behaviors, and to change and reduce their corporal punishment behaviors in a timely manner.

Education quality evaluation is an important part of the education process and guides the direction of education and teaching. In recent years, in order to reverse unscientific and unreasonable educational evaluation, China has promulgated a series of policy documents, such as the 2020 "Overall Plan for Deepening the Reform of Educational Evaluation in the New Era", which emphasizes the need to "improve outcome evaluation, strengthen process evaluation, explore value-added evaluation, and improve comprehensive evaluation". Outcome quality evaluation of education measures the degree to which students' development outcomes meet educational goals; The process quality evaluation reflects the quality of education from the perspective of the educational process and examines the degree to which the educational process conforms to the laws of education.

A study published in China Educational Technology measured the learning participation of primary school students by developing a self-developed "Primary School Student Learning Participation Questionnaire" and constructed a model of the impact of primary school students' learning participation on academic performance, so as to explore the relationship between process quality and outcome quality in primary education. The study found that:

1. Students' learning participation has a significant positive impact on students' academic performance, and students' learning participation refers to the degree of students' engagement in course learning, which reflects the process quality of education. Students' academic performance reflects the quality of outcomes. Therefore, it can be said that the quality of the process of education can positively affect the quality of the outcome, so we can abandon inappropriate and unsustainable learning strategies such as repeated memorization and repeated brushing, and instead improve the quality of the educational process through teaching and learning methods that are more in line with the laws of education.

2. Participation attitude is the starting point of students' learning, and it affects students' participation behavior, participation time and participation strategyLearning participation attitude is the starting point of students' learning, that is, whether students have a positive psychological tendency to learn, whether they have a positive and pleasant emotional experience when learning, and whether they will take the initiative to learn, is the primary influencing factor for students to carry out learning smoothly, effectively and persistently. If students are actively engaged, they will be more engaged in learning, more willing to invest time, and more willing to use different learning styles and methods to explore learning problems.

3. Participation directly affects students' academic performance, and other aspects have an indirect impact on students' academic performance through participation behavior. Participation attitudes, participation strategies, and participation time can only affect students' academic performance if they are reflected in substantive participation behaviors.

Based on the above research results, the following suggestions are put forward:

1. Improve the learning participation of primary school students in an all-round way. In order for schools to create a good learning atmosphere for students, teachers need to adopt a variety of teaching methods and carry out more educational and teaching activities that help motivate students to actively participate in the attitude.

2. Strengthen the process quality evaluation of education. From the perspective of promoting the long-term development of students, school education and teaching should follow the laws of education, from focusing on results to focusing on the process, from focusing on the external to paying attention to education itself, and taking the learning process and ability development of students as the core of education.

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Teacher support is a key factor that affects student learning and directly relates to their academic development. Learning satisfaction is the subjective perception and evaluation of learning quality by students, which can reflect the quality of education. A study published in Education Research analyzed and explored the impact mechanism of teacher support on the learning satisfaction of migrant children based on a questionnaire survey of 1251 children in grades 3-6.

The research findings indicate that:

1. Teacher support has a significant direct predictive effect on the learning satisfaction of migrant children. The guidance and emotional care provided by teachers to migrant children in learning can make them feel respected and valued, generate a strong sense of identification and belonging to the school, and promote a positive emotional experience of learning for migrant children. Teacher support can also encourage migrant children who are in academic difficulties, enhance their self-confidence, cultivate their sense of hope, help them conduct correct self-evaluation, stimulate their motivation to pursue goals, improve their initiative and efficacy in completing academic tasks, encourage them to study hard, overcome learning difficulties, achieve established learning goals, and achieve good academic results, thereby improving learning satisfaction

2. Learning engagement plays a separate mediating role in the impact of teacher support on the learning satisfaction of migrant children. Learning engagement not only reflects the quality of education and the development status of students, but also predicts their academic achievement, which is a key factor affecting their academic success. Therefore, the more teacher support migrant children receive, the greater their sense of hope for their studies, and the more time and energy they invest in learning, which can improve their academic performance and gain a stronger sense of academic achievement and control, Improve the sense of achievement and satisfaction with learning.

3. Academic adaptation and learning engagement play a chain mediating role in the impact of teacher support on the learning satisfaction of migrant children. More teacher support will promote the smooth adaptation of migrant children to their studies, stimulate their learning motivation and potential, actively seek self growth, increase learning engagement, better complete learning tasks, improve academic performance, and ultimately enhance learning satisfaction.

Based on this, research suggests that educators should provide more teacher support to migrant children, improve their academic adaptability, and guide them to increase their learning engagement to enhance their learning satisfaction and help them enjoy high-quality and fair education.

Bullying is one of the most significant problems jeopardizing the healthy growth of students in schools today. Bullying in schools mainly refers to the intentional infliction of physical, psychological or mental harm on the bullied by an individual or a group of individuals over a prolonged period of time or repeatedly through direct or indirect means. Numerous studies have shown that classroom atmosphere, i.e., the quality of interpersonal relationships perceived by individual students within a class, including the level of cooperation, respect, and cohesion among students, has an impact on bullying behavior, and that making transgressive peers may be an intermediate factor, however, the mechanism of its impact at the student level and the classroom level is not clear.

Recently, an article published in the Chinese Journal of Clinical Psychology used multilayer structural equation modeling to conduct an exploratory analysis, trying to verify the influence of classroom atmosphere on bullying behaviors at the student level and classroom level, and to analyze the mediating role of making transgressive peers. The study found that:

1. Class atmosphere has a significant negative effect on bullying behavior at both the student level and class level, and befriending transgressive peers plays a partial mediating role in both. Befriending deviant peers refers to the activity of interacting with peers with deviant behaviors (e.g., fighting, stealing, lying, etc.).

2. Class atmosphere has significant class-level differences. The effect of class atmosphere on bullying behavior has higher explanatory power at the class level than at the student level.

3. The level of bullying was significantly higher among males than females. The higher the grade level, the worse the perceived classroom atmosphere, the worse the classroom atmosphere perceived by students who have stayed behind or mobile experiences, and the higher probability of bullying behavior and making transgressive peers.

Good classroom atmosphere inhibits bullying behavior at both the student and classroom levels, and inhibits bullying behavior by inhibiting students from associating with deviant peers, with classroom-level factors having a greater and more predictive effect on bullying behavior. Therefore, this study suggests that in the process of preventing bullying in schools, priority should be given to improving the classroom atmosphere, and at the same time, targeted counseling should be carried out for those individuals who have poor interpersonal relationships or more deviant peers in the classroom, so as to ultimately form a "point-face" prevention and control idea.