Mathematics-Anxiety and Self-Efficacy of Junior High School Students: Is There a Gender Gap?

Hery Nugroho, Kismiantini Kismiantini, Sugiman Sugiman

Abstract


Several studies have attempted to investigate the influence of gender differences on aspects of mathematics-anxiety (MA) and self-efficacy (SE) at various levels of education. However, exploration focusing on junior high school students is still limited, so it is important to understand how these dynamics develop at that level of education. Therefore, to overcome the gap, this study aims to investigate the influence of gender differences on MA and SE junior high school students. The type of research used is quantitative research with a comparative causal method. The population is all students in grades VII, VIII, and IX in one of the private junior high schools in Central Java. The sample of this study is 79 students, consisting of 39 male students and 40 female students. The sampling technique is stratified random sampling with strata based on grade level (VII, VIII, IX). The data collection technique used a questionnaire about MA and SE. Data analysis techniques using Hotelling's T^2 to test the significance of the differences in MA and SE aspects based on gender simultaneously and the Independent Sample T-test to test the significance of gender differences in each variable separately. Hotelling's T^2 test showed a significant influence of gender differences on MA and SE simultaneously. The Independent Sample T-test found that the female group was more anxious than the male and there was no significant difference in their SE. Therefore, it can be concluded that there is a gender gap in MA, but not in SE.


Keywords


Mathematics-Anxiety; Self-Efficacy; Gender; Hotelling’s T^2; Independent Sample T-test

Full Text:

PDF

References


Abbott, M. L. (2014). Understanding educational statistics using Microsoft Excel and SPSS. Canada: John Wiley & Sons. https://doi.org/10.5555/2095770

Abidin, M., & Retnawati, H. (2019). A diagnosis of difficulties in answering questions of circle material on junior high school students. Jurnal Penelitian Dan Evaluasi Pendidikan, 23(2), 144–155. https://doi.org/10.21831/pep.v23i2.16454

Aguilar, J. J. (2021). High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy. International Electronic Journal of Mathematics Education, 16(3), em0658. https://doi.org/10.29333/iejme/11294

Almasri, F. (2022). The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement. Education and Information Technologies, 27(6), 8329–8380. https://doi.org/10.1007/s10639-022-10967-z

Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A. (2017). Cultivate Self‐efficacy for Personal and Organizational Effectiveness. In Handbook of Principles of Organizational Behaviour (pp. 125–141). United Kingdom: Blackwell. https://doi.org/10.1002/9781405164047.ch9

Boadu, S. K., & Boateng, F. O. (2024). Enhancing students’ achievement in mathematics education in the 21st century through technology integration, collaborative learning, and student motivation: The mediating role of student interest. Eurasia Journal of Mathematics, Science and Technology Education, 20(11). https://doi.org/10.29333/ejmste/15622

Brahier, D. (2020). Teaching secondary and middle school mathematics. New York: Routledge. https://doi.org/10.4324/9780429052934

Buchanan, T., & Selmon, N. (2008). Race and gender differences in self-efficacy: Assessing the role of gender role attitudes and family background. Sex Roles, 58, 822–836. https://doi.org/10.1007/s11199-008-9389-3

Busch, T. (1995). Gender Differences in Self-Efficacy and Attitudes toward Computers. Journal of Educational Computing Research, 12(2), 147–158. https://doi.org/10.2190/H7E1-XMM7-GU9B-3HWR

Chan, R. C. H. (2022). A social cognitive perspective on gender disparities in self-efficacy, interest, and aspirations in science, technology, engineering, and mathematics (STEM): the influence of cultural and gender norms. International Journal of STEM Education, 9(1), 1–13. https://doi.org/10.1186/s40594-022-00352-0

Chen, S., Chen, H., Ling, H., & Gu, X. (2021). How do students become good workers? Investigating the impact of gender and school on the relationship between career decision-making self-efficacy and career exploration. Sustainability, 13(14), 1–14. https://doi.org/10.3390/su13147876

Chihara, C. S. (2003). A structural account of mathematics. New York: Clarendon Press. https://doi.org/10.1093/philmat/nki001

Cole, D. A., Maxwell, S. E., Arvey, R., & Salas, E. (1994). How the power of MANOVA can both increase and decrease as a function of the intercorrelations among the dependent variables. Psychological Bulletin, 115(3), 465–474. https://doi.org/10.1037/0033-2909.115.3.465

Cooke. (2011). Situational effects of mathematics anxiety in preservice teacher education. AARE Conference Proseeding, 1–14.

Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. New York: Harcourt Brace Jovanovich.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. https://doi.org/10.1007/BF02310555

Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8(33), 1–9. https://doi.org/10.1186/1744-9081-8-33

Egne, R. M. (2014). Gender Equality in Public Higher Education Institutions of Ethiopia: The Case of Science, Technology, Engineering, and Mathematics. Discourse and Communication for Sustainable Education, 5(1), 3–21. https://doi.org/10.2478/dcse-2014-0001

El-Emadi, A. A., Said, Z., & Friesen, H. L. (2019). Teaching style differences between male and female science teachers in qatari schools: Possible impact on student achievement. Eurasia Journal of Mathematics, Science and Technology Education, 15(12). https://doi.org/10.29333/ejmste/109236

Erdem, E. (2017). A current study on grade/age and gender-related change in math anxiety. European Journal of Education Studies, 3(6), 396–413. https://doi.org/10.5281/zenodo.583292

Fathima, A. (2022). To Study the Influence of Gender on General Self-Efficacy Among Collegiates. International Journal of Indian Psychology, 10(4), 704–714. https://doi.org/10.25215/1004.068

Fauzy, A., & Nurfauziah, P. (2021). Kesulitan Pembelajaran Daring Matematika Pada Masa Pandemi COVID-19 di SMP Muslimin Cililin. Jurnal Cendekia : Jurnal Pendidikan Matematika, 5(1), 551–561. https://doi.org/10.31004/cendekia.v5i1.514

Gabriel, M. H., Atkins, D., Chokshi, A., Midence, S., & Bowdon, M. (2019). Exploring Math Anxiety and Math Self-Efficacy among Health Administration Students. The Journal of Health Administration Education, 36(2), 151–168.

Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational Research: Competencies for Analysis and Applications. New York: Pearson.

Geisser, S., & Greenhouse, S. W. (1958). An Extension of Box’s Results on the Use of the F Distribution in Multivariate Analysis. The Annals of Mathematical Statistics, 29(3), 885–891. https://doi.org/10.1214/aoms/1177706545

Ghasemi Bahraseman, Z., Mangolian Shahrbabaki, P., & Nouhi, E. (2021). The impact of stress management training on stress-related coping strategies and self-efficacy in hemodialysis patients: a randomized controlled clinical trial. BMC Psychology, 9(1), 1–9. https://doi.org/10.1186/s40359-021-00678-4

Hackett, G., & Betz, N. E. (1989). An Exploration of the Mathematics Self-Efficacy/Mathematics Performance Correspondence. Journal for Research in Mathematics Education, 20(3), 261–27. https://doi.org/10.2307/749515

Hakstian, A. R., Roed, J. C., & Lind, J. C. (1979). Two-sample T-2 procedure and the assumption of homogeneous covariance matrices. Psychological Bulletin, 86(6), 1255–1263. https://doi.org/10.1037/0033-2909.86.6.1255

Hamdunah, Yunita, A., Zulkardi, & Muhafzan. (2016). Development a constructivist module and web on circle and sphere material with wingeom software. Journal on Mathematics Education, 7(2), 109–116. https://doi.org/10.22342/jme.7.2.3536.109-116

Hasenhütl, S., Luttenberger, S., Macher, D., Eichen, L., Eglmaier, M. T. W., & Paechter, M. (2024). Empowering educators: A training for pre-service and in-service teachers on gender-sensitive STEM instruction. Eurasia Journal of Mathematics, Science and Technology Education, 20(6). https://doi.org/10.29333/EJMSTE/14590

Henze, N., & Zirkler, B. (1990). A class of invariant consistent tests for multivariate normality. Communications in Statistics-Theory and Methods, 19(10), 3595–3617. https://doi.org/10.1080/03610929008830400

Higham, N. J., Dennis, M. R., Glendinning, P., Martin, P. A., Santosa, F., & Tanner, J. (2015). Princeton companion to applied mathematics. New Jersey: Princeton University Press.

Hocevar, K. P., Flanagin, A. J., & Metzger, M. J. (2014). Social media self-efficacy and information evaluation online. Computers in Human Behavior, 39, 254–262. https://doi.org/10.1016/j.chb.2014.07.020

Hosford, S., & O’Sullivan, S. (2015). A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion. , https://doi.org/. International Journal of Inclusive Education, 20(6), 604–621. https://doi.org/10.1080/13603116.2015.1102339

Huang, C. (2013). Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychology of Education, 28, 1–35. https://doi.org/10.1007/s10212-011-0097-y

Huang, X., Zhang, J., & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: the gender moderating effect. European Journal of Psychology of Education, 34, 621–640. https://doi.org/10.1007/s10212-018-0403-z

Hussein, Y. F., & Csíkos, C. (2023). The effect of teaching conceptual knowledge on students’ achievement, anxiety about, and attitude toward mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 19(2). https://doi.org/10.29333/ejmste/12938

Isaac, C., Kaatz, A., Lee, B., & Carnes, M. (2012). An educational intervention designed to increase women’s leadership self-efficacy. CBE Life Sciences Education, 11(3), 307–322. https://doi.org/10.1187/cbe.12-02-0022

Jaltare, V., & Moghe, K. (2020). Effect of expressive writing on math anxiety of engineering students. IOP Conference Series: Materials Science and Engineering, 804(012057), 1–9. https://doi.org/10.1088/1757-899X/804/1/012057

Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008). The advantage of abstract examples in learning math. Science, 320(5875), 454–455. https://doi.org/10.1126/science.1154659

Kassymova, K., Kosherbayeva, N., Sangilbayev, S., & Schachl, H. (2018). Stress management techniques for students. Proceedings of the International Conference on the Theory and Practice of Personality Formation in Modern Society, 198, 47–56. https://doi.org/10.2991/ictppfms-18.2018.10

Kismiantini, K., & Setiawan, E. P. (2024). Examining Mathematics Achievement of Students from Different Provinces: What PISA 2018 says about Indonesia? Southeast Asia Mathematics Education Journal, 14(1), 1–16. https://doi.org/10.46517/seamej.v14i1.331

Korkmaz, S., Göksülük, D., & Zararsız, G. (2021). MVN: An R Package for Assessing Multivariate Normality.

Kormos, J., & Nijakowska, J. (2017). Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education, 68, 30–41. https://doi.org/10.1016/j.tate.2017.08.005

Koyuncu, N., & Kadilar, C. (2009). Ratio and product estimators in stratified random sampling. Journal of Statistical Planning and Inference, 139(8), 2552–2558. https://doi.org/10.1016/j.jspi.2008.11.009

Lailiyah, S., Hayat, S., Urifah, S., & Setyawati, M. (2021). Levels of students’ mathematics anxieties and the impacts on online mathematics learning. Cakrawala Pendidikan, 40(1), 107–119. https://doi.org/10.21831/cp.v40i1.36437

Langford, I. H., & Lewis, T. (1998). Outliers in multilevel data. Journal of the Royal Statistical Society: Series A (Statistics in Society), 161(2), 121–160. https://doi.org/10.1111/1467-985X.00094

Lau, W. W. F., & Yuen, A. H. K. (2010). Gender differences in learning styles: Nurturing a gender and style sensitive computer science classroom. Australasian Journal of Educational Technology, 26(7), 1090–1103. https://doi.org/10.14742/ajet.1036

Leys, C., Klein, O., Dominicy, Y., & Ley, C. (2018). Detecting multivariate outliers: Use a robust variant of the Mahalanobis distance. Journal of Experimental Social Psychology, 74(January), 150–156. https://doi.org/10.1016/j.jesp.2017.09.011

Luberto, C. M., Cotton, S., McLeish, A. C., Mingione, C. J., & O’Bryan, E. M. (2014). Mindfulness Skills and Emotion Regulation: The Mediating Role of Coping Self-Efficacy. Mindfulness, 5(4), 373–380. https://doi.org/10.1007/s12671-012-0190-6

Lusiana, L., Armiati, A., & Yerizon, Y. (2022). Kemandirian Belajar dan Persepsi Siswa Mengenai Guru Terhadap Kemampuan Pemecahan Masalah Matematis Siswa SMK. Mosharafa: Jurnal Pendidikan Matematika, 11(1), 155–166. https://doi.org/10.31980/mosharafa.v11i1.1074

Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11, 311–322. https://doi.org/10.2147/PRBM.S141421

Lyons, I. M., & Beilock, S. L. (2012). When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math. PLoS ONE, 7(10), 1–6. https://doi.org/10.1371/journal.pone.0048076

Mabruri, H., Ahmadi, F., & Suminar, T. (2019). The Development of Science Mobile Learning Media to Improve Primary Students Learning Achievements. Journal of Primary Education, 8(1), 108–116.

Mamnoun, S., Nfissi, A., & Naguim, M. (2023). Students’ Perceived Academic Self-Efficacy by Gender and Subject Domain. Journal of Gender, Culture and Society, 3(1), 57–65. https://doi.org/10.32996/jgcs.2023.3.1.6

McHugh, M. L. (2012). Lessons in biostatistics interrater reliability : the kappa statistic. Biochemica Medica, 22(3), 276–282.

Mizala, A., Martínez, F., & Martínez, S. (2015). Pre-service elementary school teachers’ expectations about student performance: How their beliefs are affected by their mathematics anxiety and student’s gender. Teaching and Teacher Education, 50, 70–78. https://doi.org/10.1016/j.tate.2015.04.006

Moder, K. (2016). How to keep the Type I Error Rate in ANOVA if Variances are Heteroscedastic. Austrian Journal of Statistics, 36(3), 179–188. https://doi.org/10.17713/ajs.v36i3.329

Moraga-pumarino, A., & Salvo-garrido, S. (2025). Gender, Self-Efficacy , and Academic Performance : Evidence in Business Education Program. Behavioral Sciences, 15(5), 1–17. https://doi.org/10.3390/ bs15050563

Morán-Soto, G., & González-Peña, O. I. (2022). Mathematics Anxiety and Self-Efficacy of Mexican Engineering Students: Is There Gender Gap? Education Sciences, 12(6). https://doi.org/10.3390/educsci12060391

Morelli, M., Chirumbolo, A., Baiocco, R., & Cattelino, E. (2023). Self-regulated learning self-efficacy, motivation, and intention to drop-out: The moderating role of friendships at University. Current Psychology, 42(18), 15589–15599. https://doi.org/10.1007/s12144-022-02834-4

Mowbray, F. I., Fox-Wasylyshyn, El-Masri, M. S., & M., M. (2018). Univariate Outliers: A Conceptual Overview for the Nurse Researcher. Canadian Journal of Nursing Research, 51(1), 31–37. https://doi.org/10.1177/0844562118786647

Mutlu, Y. (2019). Math anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education, 11(5), 471–475. https://doi.org/10.26822/iejee.2019553343

Mutodi, P., & Ngirande, H. (2014). Exploring mathematics anxiety: Mathematics students’ experiences. Mediterranean Journal of Social Sciences, 5(1), 283–294. https://doi.org/10.5901/mjss.2014.v5n1p283

Navarro. (2015). Learning statistics with R: A tutorial for psychology students and other beginners.

NCTM. (2000). Principles and Standards for School Mathematics. The National Council of Teachers of Mathematics, Inc.

Nolen-Hoeksema, Stice, S., Wade, E., Bohon, E., & Cara. (2007). Reciprocal relations between rumination and bulimic, substance abuse, and depressive symptoms in female adolescents. Journal of Abnormal Psychology, 116(1), 198–207. https://doi.org/10.1037/0021-843X.116.1.198

Noviani, L., Istiqomah, I., Setyo Wibowo, F., & Sabandi, M. (2023). The Effect of Self Regulated Learning, Self Efficacy and Learning Motivation on Economic Learning Achievement with Gender as Moderating Variable. Jurnal Pendidikan Progresif, 13(2), 180–193. https://doi.org/10.23960/jpp.v13.i2.202303

Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23). https://doi.org/10.3390/ijerph182312763

Pathuddin, P., Rahmawati, S., Ikfal, I., Sukayasa, & M, B. (2025). The effect of time management and interest in learning mathematics : a case study of senior high school students in Palu Indonesia on students ’ learning achievement. Heliyon, 11(3), e42048. https://doi.org/10.1016/j.heliyon.2025.e42048

Payne, S. C., Finch, J. F., & Tremble Jr, T. R. (2003). Validating surrogate measures of psychological constructs: The application of construct equivalence to archival data. Organizational Research Methods, 6(3), 363-382. https://doi.org/10.1177/1094428103254455

Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science and Technology Education, 5(4), 335–345. https://doi.org/10.12973/ejmste/75284

Ponidi, P., Waziana, W., Kristina, M., & Gumanti, M. (2020). Model of Utilizing Discovery Learning to Improve Mathematical Learning Achievements. Attractive : Innovative Education Journal, 2(1), 41. https://doi.org/10.51278/aj.v2i1.27

Posit team. (2023). RStudio: Integrated development environment for R. Posit Software, PBC, Boston, MA.

Putriani, D., & Rahayu, C. (2018). The Effect of Discovery Learning Model Using Sunflowers in Circles on Mathematics Learning Outcomes. International Journal of Trends in Mathematics Education Research, 1(1), 22–25. https://doi.org/10.33122/ijtmer.v1i1.26

R Core Team. (2023). R: A Language and Environment for Statistical Computing. R Foundation for Statistical Computing, Vienna.

Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83–100. https://doi.org/10.1016/j.jecp.2015.07.014

Rebollo, C., Remolar, I., Rossano, V., & Lanzilotti, R. (2022). Multimedia augmented reality game for learning math. Multimedia Tools and Applications, 81(11), 14851–14868. https://doi.org/10.1007/s11042-021-10821-3

Retnowati, E., Ayres, P., & Sweller, J. (2017). Can collaborative learning improve the effectiveness of worked examples in learning mathematics? Journal of Educational Psychology, 109(5), 666–679. https://doi.org/10.1037/edu0000167

Rizta, A., & Antari, L. (2018). Tingkat Mathematics Anxiety Pada Mahasiswa Calon Guru Matematika. Jurnal Pendidikan Matematika, 13(1), 9–20. https://doi.org/10.22342/jpm.13.1.6827.9-20

Rosário, P., & Núñez, J. C. (2020). The Role of Anxiety in the Relationship between Self-efficacy and Math Achievement. Psicología Educativa Achievement, 26, 7–13. https://doi.org/10.5093/psed2020a7

Rusli, R. (2017). The Impact of Gender, Parents’ Education Level, and Socio-Economic Status on Turkish Students’ Mathematics Performance. Southeast Asian Mathematics Education Journal, 7(1), 57–64. https://doi.org/10.46517/seamej.v7i1.45

Santrock, J. (2009). Educational Psychology. Jakarta: Salemba Humanika.

Sartika, N. S., & Yulita, S. R. (2019). Pengembangan Model Pair Check Untuk Menghindari Mind in Chaos Siswa Kelas X Terhadap Pembelajaran Matematika. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 5(2), 97. https://doi.org/10.24853/fbc.5.2.97-104

Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173–208. https://doi.org/10.1007/BF01320134

Schunk, D. H., & Mullen, C. A. (2012). Self-Efficacy as an Engaged Learner. In Handbook of Research on Student Engagement (pp. 2019–2035). https://doi.org/10.1007/978-1-4614-2018-7

Schunk, D. H., & Pajares, F. (2022). The Development of Academic Self-Efficacy. Academic Press, 1(1), 1–27. https://doi.org/10.1016/B978-012750053-9/50003-6

Sevgi, S., & Arslan, K. (2020). Exploring Middle School Students Mathematics Self-Efficacy and Mathematics Anxiety. European Journal of Education Studies, 7(2), 41–61. https://doi.org/10.5281/zenodo.3718470

Shimazu, A., Umanodan, R., & Schaufeli, W. B. (2006). Effects of a brief worksite stress management program on coping skills, psychological distress and physical complaints: A controlled trial. International Archives of Occupational and Environmental Health, 80(1), 60–69. https://doi.org/10.1007/s00420-006-0104-9

Silva, D. (2021). biotools: Tools for Biometry and Applied Statistics in Agricultural Science (R package version 4.2).

Skrandies, W., & Klein, A. (2015). Brain activity and learning of mathematical rules—Effects on the frequencies of EEG. Brain Research, 1603, 133–140. https://doi.org/10.1016/j.brainres.2014.11.015

Suasa, K. (2021). Implementasi Model Pembelajaran Koperatif Tipe STAD untuk Meningkatkan Prestasi Belajar Gerak Dasar Passing Bawah Bola Voly pada Siswa Kelas V SD. Journal of Education Action Research, 5(4), 548. https://doi.org/10.23887/jear.v5i4.39477

Sumardyono. (2004). Karakteristik Matematika dan Implementasinya Terhadap Pembelajaran Matematika. Yogyakarta: Depdiknas.

Suren, N., & Ali Kandemir, M. (2020). The effects of mathematics anxiety and motivation on students’ mathematics achievement. International Journal of Education in Mathematics, Science and Technology, 8(3), 190–218. https://doi.org/10.46328/IJEMST.V8I3.926

Wahid, S. N. S., Yusof, Y., & Razak, M. R. (2014). Math Anxiety among Students in Higher Education Level. Procedia - Social and Behavioral Sciences, 123, 232–237. https://doi.org/10.1016/j.sbspro.2014.01.1419

Widjajanti, D. B., Listyani, E., & Retnowati, E. (2020). The profile of student math-anxiety. Journal of Physics: Conference Series, 1581(012059), 1–7. https://doi.org/10.1088/1742-6596/1581/1/012059

Wijaya, T. T., Zulfah, Z., Hidayat, A., Akbar, P., Ariani, W., & Asyura, I. (2020). Using VBA for microsoft excel based on 6-questions cognitive theory in teaching fraction. Journal of Physics: Conference Series, 1657(012078), 1–7. https://doi.org/10.1088/1742-6596/1657/1/012078

Xie, F., Xin, Z., Chen, X., & Zhang, L. (2019). Gender Difference of Chinese High School Students’ Math Anxiety: The Effects of Self-Esteem, Test Anxiety and General Anxiety. Sex Roles, 81(3–4), 235–244. https://doi.org/10.1007/s11199-018-0982-9

Xie, G., & Liu, X. (2023). Gender in mathematics: how gender role perception influences mathematical capability in junior high school. Journal of Chinese Sociology, 10(1). https://doi.org/10.1186/s40711-023-00188-3

Yaftian, N., & Barghamadi, S. (2022). The effect of teaching using multimedia on mathematical anxiety and motivation. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 7(2), 55–63. https://doi.org/10.23917/jramathedu.v7i2.16141

YiXiang, G., MinHong, Y., & LanHui, L. (2018). Excel and SPSS analysis of independent sample t-test. Animal Husbandry and Feed Science (Inner Mongolia), 39(10), 79–82. https://doi.org/10.5555/20183397378

Yu, X., Zhou, H., Sheng, P., Ren, B., Wang, Y., Wang, H., & Zhou, X. (2024). Math anxiety is more closely associated with math performance in female students than in male students. Current Psychology, 43, 1381–1394. https://doi.org/10.1007/s12144-023-04349-y




DOI: https://doi.org/10.46517/seamej.v15i1.440

Refbacks

  • There are currently no refbacks.


Indexed by:

      

Southeast Asian Mathematics Education Journal
SEAMEO Regional Centre for QITEP in Mathematics
Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman
Yogyakarta, Indonesia
Telp. +62 274 889955
Email: seamej@qitepinmath.org

p-ISSN: 2089-4716 | e-ISSN: 2721-8546

Southeast Asian Mathematics Education Journal is licensed under a Creative Commons Attribution 4.0 International License
View My Stats

 Supported by: