The Journal Is Successfully Evaluated For Impact Factor
2020-06-18
Math Anxiety and Math Self-Efficacy: How Demographic Variables Shape the Relationship
Authors
-
Caterina B. Azzarello
Department of Psychology, University of Northern Colorado, Greeley, CO 80631, USA
-
Claire Sharp
Department of Psychology, University of Northern Colorado, Greeley, CO 80631, USA
-
Joanna E. Lewis
Department of Psychology, University of Northern Colorado, Greeley, CO, 80631, USA
-
Molly M. Jameson
Organisational & Staff Development Unit, University of Strathclyde, Glasgow G1 1XQ, UK
DOI:
https://doi.org/10.30564/jiep.v8i2.12542Abstract
The complex relationship between math anxiety and math self-efficacy (i.e. math dispositions) is well documented in educational psychology; however, while age and gender have been examined extensively, fewer studies have explored how a broader range of demographic factors collectively shape this association across student populations. This study aims to fill this gap by investigating how demographic factors (i.e., gender, age, race/ethnicity, first-generation status, and income level during childhood) influence the relationship between math anxiety and math self-efficacy. The participants completed an online survey that included math anxiety and math self-efficacy measures, as well as an extensive demographic questionnaire. The expected negative relationship between anxiety and efficacy was replicated and clear. This association was moderated by the participants’ self-reported ethnicity, such that the relationship was stronger for Latine students, multiethnic students, and unreported ethnicity students. However, despite the common finding that women report more negative math dispositions, no relationship with gender emerged when additional dispositional factors were taken into account.These findings suggest the importance of considering demographic factors in mathematical outcomes and underscore the need for targeted interventions for students and DEI training for educators. Specifically, educational strategies should be designed to cater to the unique needs of these demographic groups.
Keywords:
Math Anxiety; Math Self-Efficacy; Ethnicity; Math Dispositions; DemographicsReferences
[1] Enderson, M.C., Ritz, J., 2016. STEM in General Education: Does Mathematics Competence Influence Course Selection. Journal of Technology Studies. 42(1), 30–40. DOI: https://doi.org/10.21061/jots.v42i1.a.3
[2] Awofala, A.O., Lawal, R.F., Arigbabu, A.A., et al., 2022. Mathematics Productive Disposition as a Correlate of Senior Secondary School Students’ Achievement in Mathematics in Nigeria. International Journal of Mathematical Education in Science and Technology. 53(6), 1326–1342. DOI: https://doi.org/10.1080/0020739X.2020.1815881
[3] Kusmaryono, I., Suyitno, H., Dwijanto, D., et al., 2019. The Effect of Mathematical Disposition on Mathematical Power Formation: Review of Dispositional Mental Functions. International Journal of Instruction. 12(1), 343–356. DOI: https://doi.org/10.29333/iji.2019.12123a
[4] National Research Council, 2001. Adding It Up: Helping Children Learn Mathematics. National Academies Press: Washington, DC, USA. DOI: https://doi.org/10.17226/9822
[5] Ames, C., Archer, J., 1988. Achievement Goals in the Classroom: Students’ Learning Strategies and Motivation Processes. Journal of Educational Psychology. 80(3), 260–267. DOI: https://doi.org/10.1037/0022-0663.80.3.260
[6] Cobb, P., Hodge, L.L., 2002. A Relational Perspective on Issues of Cultural Diversity and Equity as They Play Out in the Mathematics Classroom. Mathematical Thinking and Learning. 4(2–3), 249–284. DOI: https://doi.org/10.1207/S15327833MTL04023_7
[7] Kilpatrick, J., 2001. Understanding Mathematical Literacy: The Contribution of Research. Educational Studies in Mathematics. 47(1), 101–116. DOI: https://doi.org/10.1023/A:1017973827514
[8] Siegfried, J.Z.M., 2012. The Hidden Strand of Mathematical Proficiency: Defining and Assessing for Productive Disposition in Elementary School Teachers' Mathematical Content Knowledge [PhD Thesis]. University of California: San Diego, CA, USA.
[9] Ashcraft, M.H., Kirk, E.P., 2001. The Relationships Among Working Memory, Math Anxiety, and Performance. Journal of Experimental Psychology: General. 130(2), 224–237. DOI: https://doi.org/10.1037/0096-3445.130.2.224
[10] Eidlin-Levy, H., Avraham, E., Fares, L., et al., 2023. Math Anxiety Affects Career Choices During Development. International Journal of STEM Education. 10(1), 49. DOI: https://doi.org/10.1186/s40594-023-00441-8
[11] Rosenfeld, H., 1978. Notes on the Psychopathology and Psychoanalytic Treatment of Some Borderline Patients. The International Journal of Psychoanalysis. 59(2–3), 215–221.
[12] Luttenberger, S., Wimmer, S., Paechter, M., 2018. Spotlight on Math Anxiety. Psychology Research and Behavior Management. 11, 311–322. DOI: https://doi.org/10.2147/PRBM.S141421
[13] Hembree, R., 1990. The Nature, Effects, and Relief of Mathematics Anxiety. Journal for Research in Mathematics Education. 21(1), 33–46. DOI: https://doi.org/10.5951/jresematheduc.21.1.0033
[14] Richardson, F.C., Suinn, R.M., 1972. The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology. 19(6), 551–554. DOI: https://doi.org/10.1037/h0033456
[15] Hoffman, B., 2010. “I Think I Can, but I’m Afraid to Try”: The Role of Self-Efficacy Beliefs and Mathematics Anxiety in Mathematics Problem-Solving Efficiency. Learning and Individual Differences. 20(3), 276–283. DOI: https://doi.org/10.1016/j.lindif.2010.02.001
[16] Maloney, E.A., Ramirez, G., Gunderson, E.A., et al., 2015. Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety. Psychological Science. 26(9), 1480–1488. DOI: https://doi.org/10.1177/0956797615592630
[17] Jameson, M.M., Fusco, B.R., 2014. Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students. Adult Education Quarterly. 64(4), 306–322. DOI: https://doi.org/10.1177/0741713614541461
[18] Barroso, C., Ganley, C.M., McGraw, A.L., et al., 2021. A Meta-Analysis of the Relation Between Math Anxiety and Math Achievement. Psychological Bulletin. 147(2), 134–168. DOI: https://doi.org/10.1037/bul0000307
[19] Chipman, S.F., Krantz, D.H., Silver, R., 1992. Mathematics Anxiety and Science Careers among Able College Women. Psychological Science. 3(5), 292–296. DOI: https://doi.org/10.1111/j.1467-9280.1992.tb00675.x
[20] Ahmed, W., 2018. Developmental Trajectories of Math Anxiety During Adolescence: Associations with STEM Career Choice. Journal of Adolescence. 67(1), 158–166. DOI: https://doi.org/10.1016/j.adolescence.2018.06.010
[21] Ashcraft, M.H., Krause, J.A., 2007. Working Memory, Math Performance, and Math Anxiety. Psychonomic Bulletin & Review. 14(2), 243–248. DOI: https://doi.org/10.3758/BF03194059
[22] 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(3), 621–640. DOI: https://doi.org/10.1007/s10212-018-0403-z
[23] Levy, H.E., Fares, L., Rubinsten, O., 2021. Math Anxiety Affects Females’ Vocational Interests. Journal of Experimental Child Psychology. 210, 105214. DOI: https://doi.org/10.1016/j.jecp.2021.105214
[24] Gonzalez-DeHass, A.R., Furner, J.M., Vásquez-Colina, M.D., et al., 2024. Undergraduate Students’ Math Anxiety: the Role of Mindset, Achievement Goals, and Parents. International Journal of Science and Mathematics Education. 22(5), 1037–1056. DOI: https://doi.org/10.1007/s10763-023-10416-4
[25] Palestro, J.J., Jameson, M.M., 2020. Math Self-Efficacy, Not Emotional Self-Efficacy, Mediates the Math Anxiety-Performance Relationship in Undergraduate Students. Cognition, Brain, Behavior. An interdisciplinary journal. 24(4), 379–394. DOI: https://doi.org/10.24193/cbb.2020.24.20
[26] Lyons, I.M., Beilock, S.L., 2012. Mathematics Anxiety: Separating the Math from the Anxiety. Cerebral Cortex. 22(9), 2102–2110. DOI: https://doi.org/10.1093/cercor/bhr289
[27] Derakshan, N., Eysenck, M.W., 2009. Anxiety, Processing Efficiency, and Cognitive Performance: New Developments from Attentional Control Theory. European Psychologist. 14(2), 168–176. DOI: https://doi.org/10.1027/1016-9040.14.2.168
[28] Teigen, K.H., 1994. Yerkes-Dodson: A Law for All Seasons. Theory & Psychology. 4(4), 525–547. DOI: https://doi.org/10.1177/0959354394044004
[29] Ma, X., 1999. A Meta-Analysis of the Relationship Between Anxiety Toward Mathematics and Achievement in Mathematics. Journal for Research in Mathematics Education. 30(5), 520. DOI: https://doi.org/10.2307/749772
[30] Ramirez, G., Shaw, S.T., Maloney, E.A., 2018. Math Anxiety: Past Research, Promising Interventions, and a New Interpretation Framework. Educational Psychologist. 53(3), 145–164. DOI: https://doi.org/10.1080/00461520.2018.1447384
[31] Jameson, M.M., 2020. Time, Time, Time: Perceptions of the Causes of Mathematics Anxiety in Highly Maths Anxious Female Adult Learners. Adult Education Quarterly. 70(3), 223–239. DOI: https://doi.org/10.1177/0741713619896324
[32] Jameson, M.M., Dierenfeld, C., Ybarra, J., 2022. The Mediating Effects of Specific Types of Self-Efficacy on the Relationship between Math Anxiety and Performance. Education Sciences. 12(11), 789. DOI: https://doi.org/10.3390/educsci12110789
[33] Sexton, J., London, D., Jameson, M.M., et al., 2022. Thriving, Persisting, or Agonizing: Integrated Math Anxiety Experiences of University Students in Introductory Geoscience Classes. Education Sciences. 12(9), 577. DOI: https://doi.org/10.3390/educsci12090577
[34] Jameson, M.M., Sexton, J., London, D., et al., 2024. Relationships and Gender Differences in Math Anxiety, Math Self-Efficacy, Geoscience Self-Efficacy, and Geoscience Interest in Introductory Geoscience Students. Education Sciences. 14(4), 426. DOI: https://doi.org/10.3390/educsci14040426
[35] Reyes, J.D.C., 2019. Mathematics Anxiety and Self-Efficacy: A Phenomenological Dimension. Journal of Humanities and Education Development. 1(1), 22–34. Available from: https://www.researchgate.net/publication/342589192_Mathematics_Anxiety_and_Self-Efficacy_A_Phenomenological_Dimension
[36] Bandura, A., 1989. Regulation of Cognitive Processes Through Perceived Self-Efficacy. Developmental Psychology. 25(5), 729–735. DOI: https://doi.org/10.1037/0012-1649.25.5.729
[37] Bernacki, M.L., Nokes-Malach, T.J., Aleven, V., 2015. Examining Self-Efficacy During Learning: Variability and Relations to Behavior, Performance, and Learning. Metacognition and Learning. 10(1), 99–117. DOI: https://doi.org/10.1007/s11409-014-9127-x
[38] Bandura, A., 1997. Self-Efficacy: The Exercise of Control. Macmillan: London, UK.
[39] Pajares, F., 1996. Self-Efficacy Beliefs in Academic Settings. Review of Educational Research. 66(4), 543–578. DOI: https://doi.org/10.3102/00346543066004543
[40] Wilson, D.M., Bates, R., Scott, E.P., et al., 2015. Differences in Self-Efficacy Among Women and Minorities in STEM. Journal of Women and Minorities in Science and Engineering. 21(1), 27–45. DOI: https://doi.org/10.1615/JWomenMinorScienEng.2014005111
[41] Whitcomb, K.M., Kalender, Z.Y., Nokes-Malach, T.J., et al., 2020. A Mismatch Between Self-Efficacy and Performance: Undergraduate Women in Engineering Tend to Have Lower Self-Efficacy Despite Earning Higher Grades Than Men. arXive preprint. arXiv: 2003.06006. DOI: https://doi.org/10.48550/ARXIV.2003.06006
[42] Schweder, S., 2019. The Role of Control Strategies, Self-Efficacy, and Learning Behavior in Self-Directed Learning. International Journal of School & Educational Psychology. 7(sup1), 29–41. DOI: https://doi.org/10.1080/21683603.2018.1459991
[43] Schunk, D.H., 1996. Self-Efficacy for Learning and Performance. In Proceedings of the Annual Conference of the American Educational Research Association, New York, NY, USA, 8–12 April. Available from: https://eric.ed.gov/?id=ED394663
[44] Usher, E.L., Pajares, F., 2009. Sources of Self-Efficacy in Mathematics: A Validation Study. Contemporary Educational Psychology. 34(1), 89–101. DOI: https://doi.org/10.1016/j.cedpsych.2008.09.002
[45] May, D.K., 2009. Mathematics Self-Efficacy and Anxiety Questionnaire [PhD Thesis]. University of Georgia: Athens, GA, USA. Available from: https://openscholar.uga.edu/record/16920
[46] Masitoh, L.F., Fitriyani, H., 2018. Improving Students’ Mathematics Self-Efficacy Through Problem Based Learning. Malikussaleh Journal of Mathematics Learning (MJML). 1(1), 26. DOI: https://doi.org/10.29103/mjml.v1i1.679
[47] Ashcraft, M.H., Kirk, E.P., Hopko, D., 2021. On the Cognitive Consequences of Mathematics Anxiety. In: The Development of Mathematical Skills. Psychology Press: London, UK. pp. 174–196. DOI: https://doi.org/10.4324/9781315784755-11
[48] Schunk, D.H., 1989. Self-Efficacy and Cognitive Achievement: Implications for Students with Learning Problems. Journal of Learning Disabilities. 22(1), 14–22. DOI: https://doi.org/10.1177/002221948902200103
[49] Wang, X., Houang, R.T., Schmidt, W.H., et al., 2024. Relationship Between Opportunity to Learn, Mathematics Self-Efficacy, and Math Performance: Evidence from PISA 2012 in 63 Countries and Economies. International Journal of Science and Mathematics Education. 22(8), 1683–1708. DOI: https://doi.org/10.1007/s10763-024-10446-6
[50] Lent, R.W., Brown, S.D., Brenner, B., et al., 2001. The Role of Contextual Supports and Barriers in the Choice of Math/Science Educational Options: A Test of Social Cognitive Hypotheses. Journal of Counseling Psychology. 48(4), 474–483. DOI: https://doi.org/10.1037/0022-0167.48.4.474
[51] Akin, A., Kurbanoglu, I.N., 2011. The Relationships between Math Anxiety, Math Attitudes, and Self-Efficacy: A Structural Equation Model. Studia Psychologica. 53(3), 263. Available from: https://www.studiapsychologica.com/uploads/AKIN_SP_03_vol.53_2011_pp.263-273.pdf
[52] Meece, J.L., Wigfield, A., Eccles, J.S., 1990. Predictors of Math Anxiety and Its Influence on Young Adolescents’ Course Enrollment Intentions and Performance in Mathematics. Journal of Educational Psychology. 82(1), 60–70. DOI: https://doi.org/10.1037/0022-0663.82.1.60
[53] Simamora, R.E., Saragih, S., Hasratuddin, H., 2018. Improving Students’ Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context. International Electronic Journal of Mathematics Education. 14(1). DOI: https://doi.org/10.12973/iejme/3966
[54] Kahn, S., Ginther, D., 2017. Women and STEM (No. w23525). National Bureau of Economic Research: Cambridge, MA, USA. DOI: https://doi.org/10.3386/w23525
[55] Heyder, A., Weidinger, A.F., Steinmayr, R., 2021. Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation. Journal of Youth and Adolescence. 50(1), 177–188. DOI: https://doi.org/10.1007/s10964-020-01345-4
[56] Lake, V.E., Kelly, L., 2014. Female Preservice Teachers and Mathematics: Anxiety, Beliefs, and Stereotypes. Journal of Early Childhood Teacher Education. 35(3), 262–275. DOI: https://doi.org/10.1080/10901027.2014.936071
[57] Smeding, A., 2012. Women in Science, Technology, Engineering, and Mathematics (STEM): An Investigation of Their Implicit Gender Stereotypes and Stereotypes’ Connectedness to Math Performance. Sex Roles. 67(11–12), 617–629. DOI: https://doi.org/10.1007/s11199-012-0209-4
[58] Thébaud, S., Charles, M., 2018. Segregation, Stereotypes, and STEM. Social Sciences. 7(7), 111. DOI: https://doi.org/10.3390/socsci7070111
[59] Hyde, J.S., Fennema, E., Lamon, S.J., 1990. Gender Differences in Mathematics Performance: A Meta-Analysis. Psychological Bulletin. 107(2), 139–155. DOI: https://doi.org/10.1037/0033-2909.107.2.139
[60] Lindberg, S.M., Hyde, J.S., Petersen, J.L., et al., 2010. New Trends in Gender and Mathematics Performance: A Meta-Analysis. Psychological Bulletin. 136(6), 1123–1135. DOI: https://doi.org/10.1037/a0021276
[61] Bakker, M., Torbeyns, J., Verschaffel, L., et al., 2022. The Mathematical, Motivational, and Cognitive Characteristics of High Mathematics Achievers in Primary School. Journal of Educational Psychology. 114(5), 992–1004. DOI: https://doi.org/10.1037/edu0000678
[62] Stanford Graduate School of Education, 2018. New Stanford Education Study Shows Where Boys and Girls Do Better in Math and English. Available from: https://ed.stanford.edu/news/new-stanford-education-study-shows-where-boys-and-girls-do-better-math-english (cited 1 June 2025).
[63] Ashcraft, M.H., Faust, M.W., 1994. Mathematics Anxiety and Mental Arithmetic Performance: An Exploratory Investigation. Cognition & Emotion. 8(2), 97–125. DOI: https://doi.org/10.1080/02699939408408931
[64] Balogˇlu, M., Koçak, R., 2006. A Multivariate Investigation of the Differences in Mathematics Anxiety. Personality and Individual Differences. 40(7), 1325–1335. DOI: https://doi.org/10.1016/j.paid.2005.10.009
[65] Bernstein, J.D., 1992. Barriers to Women Entering The Workforce: Math Anxiety. Research Bulletin No. 3. New Jersey Equity Research Bulletin. Available from: https://eric.ed.gov/?id=ED359381
[66] Else-Quest, N.M., Hyde, J.S., Linn, M.C., 2010. Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis. Psychological Bulletin. 136(1), 103–127. DOI: https://doi.org/10.1037/a0018053
[67] Hart, S.A., Ganley, C.M., 2019. The Nature of Math Anxiety in Adults: Prevalence and Correlates. Journal of Numerical Cognition. 5(2), 122–139. DOI: https://doi.org/10.5964/jnc.v5i2.195
[68] Wahid, S.N.S., Yusof, Y., Nor, A.H.M., 2018. Effect of Mathematics Anxiety on Students’ Performance in Higher Education Level: A Comparative Study on Gender. In Proceedings of The 25th National Symposium on Mathematical Sciences (SKSM25): Mathematical Sciences as the Core of Intellectual Excellence, Pahang, Malaysia, 2018; p. 050010. DOI: https://doi.org/10.1063/1.5041710
[69] Casanova, S., Vukovic, R.K., Kieffer, M.J., 2021. Do Girls Pay an Unequal Price? Black and Latina Girls’ Math Attitudes, Math Anxiety, and Mathematics Achievement. Journal of Applied Developmental Psychology. 73, 101256. DOI: https://doi.org/10.1016/j.appdev.2021.101256
[70] Cho, K.W., Kongo, D., 2024. The Relations Among Math Anxiety, Math Self-Construct, and Math Achievement in Older and Underserved Minority Students. The Journal of Continuing Higher Education. 72(2), 204–220. DOI: https://doi.org/10.1080/07377363.2023.2218580
[71] Stevens, T., Olivarez, A., Lan, W.Y., et al., 2004. Role of Mathematics Self-Efficacy and Motivation in Mathematics Performance Across Ethnicity. The Journal of Educational Research. 97(4), 208–222. DOI: https://doi.org/10.3200/JOER.97.4.208-222
[72] Perry, C., Sampson, S., Ayala-Di̇Az, M., 2023. Investigating Hispanic Preservice Teachers’ Mathematics Anxiety, Attitudes, and Self-Efficacy. International Journal of Educational Studies in Mathematics. 10(3), 166–179. DOI: https://doi.org/10.17278/ijesim.1217360
[73] Copur-Gencturk, Y., Plowman, D., Bai, H., 2019. Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth. American Educational Research Journal. 56(5), 1590–1628. DOI: https://doi.org/10.3102/0002831218820033
[74] Geist, E., 2010. The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom. Journal of Instructional Psychology. 37(1).
[75] Kalaycioglu, D.B., 2015. The Influence of Socioeconomic Status, Self-efficacy, and Anxiety on Mathematics Achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA. Educational Sciences: Theory & Practice. Educational Sciences: Theory and Practice, 15(5), 1391–1401. Available from: https://files.eric.ed.gov/fulltext/EJ1101308.pdf
[76] Lau, N.T.T., Hawes, Z., Tremblay, P., et al., 2022. Disentangling the Individual and Contextual Effects of Math Anxiety: A Global Perspective. Proceedings of the National Academy of Sciences. 119(7), e2115855119. DOI: https://doi.org/10.1073/pnas.2115855119
[77] Flowerdew, M., 2021. Demographic Predictors of Math Anxiety in Elementary School Children [Master’s Thesis]. University of Northern Colorado: Greeley, CO, USA. Available from: https://digscholarship.unco.edu/theses/216
[78] Gabriel, M.H., Atkins, D., Chokshi, A., et al., 2019. Exploring Math Anxiety and Math Self-Efficacy Among Health Administration Students. The Journal of Health Administration Education. 36(2), 151–168. Available from: https://www.ingentaconnect.com/contentone/aupha/jhae/2019/00000036/00000002/art00003
[79] Woodard, T.S.H., 2002. The Effects of Math Anxiety on Postsecondary Developmental Students As Related to Achievement, Gender, and Age [PhD Thesis]. Argosy University Seattle: Seattle, WA, USA. Available from: https://files.eric.ed.gov/fulltext/EJ876845.pdf
[80] Jain, S., Dowson, M., 2009. Mathematics Anxiety as a Function of Multidimensional Self-Regulation and Self-Efficacy. Contemporary Educational Psychology. 34(3), 240–249. DOI: https://doi.org/10.1016/j.cedpsych.2009.05.004
[81] Dowker, A., Sarkar, A., Looi, C.Y., 2016. Mathematics Anxiety: What Have We Learned in 60 Years? Frontiers in Psychology. 7. DOI: https://doi.org/10.3389/fpsyg.2016.00508
[82] Faul, F., Erdfelder, E., Lang, A.-G., et al., 2007. G*Power 3: A Flexible Statistical Power Analysis Program for the Social, Behavioral, and Biomedical Sciences. Behavior Research Methods. 39(2), 175–191. DOI: https://doi.org/10.3758/BF03193146
[83] Hopko, D.R., Mahadevan, R., Bare, R.L., et al., 2003. The Abbreviated Math Anxiety Scale (AMAS): Construction, Validity, and Reliability. Assessment. 10(2), 178–182. DOI: https://doi.org/10.1177/1073191103010002008
[84] Nielsen, I.L., Moore, K.A., 2003. Psychometric Data On The Mathematics Self-Efficacy Scale. Educational and Psychological Measurement. 63(1), 128–138. DOI: https://doi.org/10.1177/0013164402239321
[85] Hayes, A.F., 2012. PROCESS: A Versatile Computational Tool for Observed Variable Mediation, Moderation, and Conditional Process Modeling. Available from: https://is.muni.cz/el/1423/podzim2014/PSY704/50497615/hayes_2012_navod_process.pdf
[86] Becker, G.S., 1993. Human Capital: A Theoretical and Empirical Analysis, with Special Reference to Education. University of Chicago Press. DOI: https://doi.org/10.7208/chicago/9780226041223.001.0001
[87] Gorard, S., See, B.H., 2009. The Impact of Socio‐Economic Status on Participation and Attainment in Science. Studies in Science Education. 45(1), 93–129. DOI: https://doi.org/10.1080/03057260802681821
[88] Lareau, A., 2018. Unequal Childhoods: Class, Race, and Family Life. In: Grusky, D.B., Hill, J. (Eds.). Inequality in the 21st Century. Routledge: London, UK. pp. 444–451. DOI: https://doi.org/10.4324/9780429499821-75
[89] Aud, S., Kewal Ramani, A., Frohlich, L., 2011. America's Youth: Transitions to Adulthood. National Center for Education Statistics: Washington, DC, USA. Available from: https://nces.ed.gov/pubs2012/2012026.pdf
[90] National Center for Education Statistics (NCES), n.d. District Student Group Scores and Score Gaps. National Center for Education Statistics: Washington, DC, USA. Available from: https://www.nationsreportcard.gov/math_2017/districts/gaps/?grade+=+8&grade=4
[91] Khasawneh, E., Gosling, C., Williams, B., 2021. What Impact Does Maths Anxiety Have on University Students? BMC Psychology. 9(1), 37. DOI: https://doi.org/10.1186/s40359-021-00537-2
[92] Wang, L., Yu, Z., 2023. Gender-Moderated Effects of Academic Self-Concept on Achievement, Motivation, Performance, and Self-Efficacy: A Systematic Review. Frontiers in Psychology. 14, 1136141. DOI: https://doi.org/10.3389/fpsyg.2023.1136141
[93] Hiller, S.E., Kitsantas, A., Cheema, J.E., et al., 2022. Mathematics Anxiety and Self-Efficacy as Predictors of Mathematics Literacy. International Journal of Mathematical Education in Science and Technology. 53(8), 2133–2151. DOI: https://doi.org/10.1080/0020739X.2020.1868589
[94] Cleary, T.J., Chen, P.P., 2009. Self-Regulation, Motivation, and Math Achievement in Middle School: Variations Across Grade Level and Math Context. Journal of School Psychology. 47(5), 291–314. DOI: https://doi.org/10.1016/j.jsp.2009.04.002
[95] Fan, X., Hambleton, R.K., Zhang, M., 2019. Profiles of Mathematics Anxiety Among 15-Year-Old Students: A Cross-Cultural Study Using Multi-Group Latent Profile Analysis. Frontiers in Psychology. 10, 1217. DOI: https://doi.org/10.3389/fpsyg.2019.01217
[96] Gay, G., 2018. Culturally Responsive Teaching: Theory, Research, and Practice, 3rd ed. Teachers College Press: New York, NY, USA.
[97] Ladson-Billings, G., 1995. Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal. 32(3), 465–491. DOI: https://doi.org/10.3102/00028312032003465
[98] Beilock, S.L., Willingham, D.T., 2014. Math Anxiety: Can Teachers Help Students Reduce it? American Educator. 38(2), 28–32. Available from: https://www.aft.org/sites/default/files/beilock.pdf
[99] Wigfield, A., Eccles, J.S., 2000. Expectancy–Value Theory of Achievement Motivation. Contemporary Educational Psychology. 25(1), 68–81. DOI: https://doi.org/10.1006/ceps.1999.1015
Downloads
How to Cite
B. Azzarello, C., Sharp, C., E. Lewis , J., & M. Jameson , M. (2025). Math Anxiety and Math Self-Efficacy: How Demographic Variables Shape the Relationship. Journal of International Education and Practice, 8(2), 73–88. https://doi.org/10.30564/jiep.v8i2.12542
Issue
Article Type
ARTICLE
License
Copyright © 2025 Caterina B. Azzarello, Claire Sharp, Joanna E. Lewis , Molly M. Jameson
This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.