Researchers found that non-cognitive factors and the school of students can affect the academic achievement of students during the educational phase. The goal of this study is to examine the relationship between non-cognitive factors and school characteristics to mathematics achievement. Data used in this study were taken from 9262 students in 334 schools in Indonesia that participated in the Programme for International Student Assessment (PISA) 2018. At the student level, the non-cognitive aspects include life satisfaction, positive feelings, and negative feelings; while at the school level, the independent variables include school categories (public/private), distance considerations in the admission of new students, and school environment. Multilevel analyses showed that feelings of happiness and anxiety at the student level had positive relationship with mathematics achievement, and students attending public school (at the school level) were reported to have a better mathematics achievement.

Topics
Students, Educational assessment, Schools
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