|
Adelson, J. L., & McCoach, D. B. (2010). Measuring the mathematical attitudes of elementary students: The effects of a 4-point or 5-point Likert-type scale. Educational and Psychological Measurement, 70(5), 796–807. https://doi.org/10.1177/0013164410366694 Al-Agili, M. Z. G., Mamat, M. Bin, Abdullah, L., & Maad, H. A. (2012). The factors influence students’ achievement in mathematics: A case for Libyan’s students. World Applied Sciences Journal, 17(9), 1224–1230. Alanazi, H. M. N. (2020). The effects of active recreational math games on math anxiety and performance in primary school children: An experimental study. Multidisciplinary Journal for Education, Social and Technological Sciences, 7(1), 89-105. https://doi.org/10.4995/muse.2020.12622 Alhaddab, T. A., & Alnatheer, S. A. (2015). Future scientists: How women’s and minorities’ math self efficacy and science perception affect their STEM major selection. ISEC 2015 - 5th IEEE Integrated STEM Education Conference, 58–63. https://doi.org/10.1109/ISECon.2015.7119946 Ali, S. R., Mcwhirter, E. H., Chronister, K. M., Mcwhirter, E. H., & Chronister, K. M. (2014). Self efficacy and vocational outcome expectations for adolescents of lower social economic status : A Pilot Study. Journal of Career Assessment, 13(1), 40–58. https://doi.org/10.1177/1069072704270273 Alldred, C. C. (2013). A study of eighth grade students’ self efficacy as it relates to achievement, gender, and social economic status. 3(4). Liberty University, Lynchburg, VA. Alrajeh, T. S., & Shindel, B. W. (2020). Student engagement and math teachers support. Journal on Mathematics Education, 11(2), 167–180. https://doi.org/10.22342/jme.11.2.10282.167-180 Andrea, P., Moscoso, M., Anobile, G., Primi, C., & Arrighi, R. (2020). Math anxiety mediates the link between number sense and math achievements in high math anxiety young adults. Frontiers Psychology, 11(5), 1–12. https://doi.org/10.3389/fpsyg.2020.01095 Auwarter, A. E., & Aruguete, M. S. (2008). Effects of student gender and social economic status on teacher perceptions. Journal of Educational Research, 101(4), 242–246. https://doi.org/10.3200/JOER.101.4.243-246 Baron, RM., Kenny, D.A., (1986). The moderator-mediator variable distinction in social psychological research: Conceptual strategic, and statistical considerations. Journal of Personality and Social Psychology, 51 (6), 1173-1182 Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2009). Girl teachers ’ math anxiety affects girls ’ math achievement. Psychological and Cognitive Sciences, 107(5), 1860–1863. https://doi.org/10.1073/pnas.0910967107 Beilock, S. L., & Maloney, E. A. (2015). Math anxiety : A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4–12. https://doi.org/10.1177/2372732215601438 Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311–328. https://doi.org/10.1007/s10649-010-9260-7 Bhowmick, S. (2017). Marketing students; mathematics performance: the mediating role of math anxiety on math self concept and math self efficacy. Journal of Higher Education Theory and Practice, 17(9), 104–117. http://t.www.na-businesspress.com/JHETP/JHETP17-9/BhowmickS_17_9_.pdf Bonne, L., & Lawes, E. (2016). Assessing students’ maths self efficacy and achievement. Set: Research Information for Teachers, 2, 60–64. https://doi.org/10.18296/set.0048 Bottazzi, L., & Lusardi, A. (2016). Gender differences in financial literacy: Evidence from PISA data in Italy. Journal of Corporate Finance, 71(101831), 1–27 Boyd, W., Foster, A., Smith, J., & Boyd, W. E. (2014). Feeling good about teaching mathematics : Addressing anxiety amongst pre-service teachers. Creative Education, 5(04), 207-217. https://doi.org/10.4236/ce.2014.54030 Çakar, F. S. (2012). The relationship between the self efficacy and life satisfaction of young adults. International Education Studies, 5(6), 123–130. https://doi.org/10.5539/ies.v5n6p123 Carrier, S. (2009). Environmental education in the schoolyard: Learning styles and gender. Journal of Environmental Education, 40(3), 2–12. https://doi.org/10.3200/JOEE.40.3.2-12 Chandra, T., & Royanto, L. R. M. (2019). Pengaruh math self efficacy dan math anxiety terhadap performansi matematika pada siswa kelas v sd. Analitika, 11(2), 126. https://doi.org/10.31289/analitika.v11i2.2878 Chang, T., & , Bai Yin, W. (2013). Students' classroom experience in foreign-faculty and local-faculty classes in public and private universities. Higher Education 68. 207-226. https://doi.org/10.1007/s10734-013-9703-z Chang, Y. (2012). A study of fifth graders’ mathematics self efficacy and mathematical achievement. The Asia-Pacific Education Researcher, 21(3), 519–525. Cheema, Jehanzeb; Galluzzo, G. (2013). Analyzing the gender gap in math achievement: Evidence from a large-scale US sample. Research in Education, 90(1), 98–112. https://doi.org/10.7227/RIE.90.1.7 Chiu, M. M., & Klassen, R. M. (2010). Relations of mathematics self concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20(1), 2–17. https://doi.org/10.1016/j.learninstruc.2008.11.002 Cohen & Manion. (2012). Research methods in education. In professional development in education. Routledge Taylor & Francis Group, 38(3) https://doi.org/10.1080/19415257.2011.643130 Conesa, P.V., Hinchado, I.O., Duñabeitia, J.A., & Moreno, M.A. (2022). Basic psychological needs in the classroom: A literature review in elementary and middle school students. Learning and Motivation, 79(1). https://doi.org/10.1016/j.lmot.2022.101819. Creswell, J. W. (2012). Grounded theory designs 13: Planning, conducting and evaluating quantitative and qualitative research. Pearson Education. Cvencek, D., Kapur, M., & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1–10. https://doi.org/10.1016/j.learninstruc.2015.04.002 Dale, K. & Fox, M.L. (2009). Leadership style and organizational commitment: Mediating effect of role stress. Journal of Managerial Issues, 20(1), 109-130. http://www.jstor.org/stable/40604597 Daniel P. Martin, Sara E. Rimm-Kaufman. (2015). Do student self efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?. Journal of School Psychology, 53(5), 359-373. https://doi.org/10.1016/j.jsp.2015.07.001 Enrico, P., Francesco, P., Daniele, C., Laura, F. S., Franco, F. (2022). Academic self concept change in junior high school students and relationships with academic achievement. Contemporary Educational Psychology, 69(1). https://doi.org/10.1016/j.cedpsych.2022.102071 Erdogan, F., & Sengul, S. (2014). A study on the elementary school students’ mathematics self concept. Procedia - Social and Behavioral Sciences, 152(10), 596–601. https://doi.org/10.1016/j.sbspro.2014.09.249 Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., & Hammond, K. A. (2010). Does math self efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102(3), 729–740. https://doi.org/10.1037/a0018863 Flowerdew, M. (2021). Demographic predictors of math anxiety in elementary school children. Scholarship & Creative Works, 8(4), 20–21. Fox, T. B. C. (2007). Applying the rasch model: Fundamental measurement in the human sciences, (2nd Edition). Psychology Press. https://doi.org/10.4324/9781410614575 Geist, E., & King, M. (2005). Different, not better: Gender differences in mathematics learning and achievement. Journal of Instructional Psychology, 35, 43–52. Gill, G. K., & Dykeman, C. (2019). Preservice elementary school teachers’ math anxiety and worst experiences as students in math class. SSRN Electronic Journal, 1–20. https://doi.org/10.2139/ssrn.3327922 Ginsburg, H. P., & Opper, S. (1979). Piaget’s theory of intellectual development. International Psychotherapy Institute - Prentice Hall. Goff, E. E., Mulvey, K. L., Irvin, M. J., & Hartstone-Rose, A. (2019). The effects of prior informal science and math experiences on undergraduate STEM identity. Research in Science and Technological Education, 00(00), 1–17. https://doi.org/10.1080/02635143.2019.1627307 Gravetter, F. & Wallnau, L. (2014). Essentials of Statistics for the Behavioral Sciences. 8th Edition. Wadsworth, Belmont, CA Greenman, E., Bodovski, K., & Reed, K. (2011). Neighborhood characteristics, parental practices and children’s math achievement in elementary school. Social Science Research, 40(5), 1434–1444. https://doi.org/10.1016/j.ssresearch.2011.04.007 Guay, Alexandre J.S. Morin, Jiseul S. Ahn, Richard Bradet, Herbert W. Marsh, Michel Boivin. (2022). Trajectories of academic self concept during the elementary school years: A growth mixture analysis. Learning and Individual Differences, 98(1). https://doi.org/10.1016/j.lindif.2022.102196 Guglielmino, L. M. (2013). Development of the self-directed learning readiness scale. Handbook of self-regulation of learning and performance. Routledge. Gurian, M. (2002a). Boys and girls learn differently : a guide for teachers and parents I Michael Gurian and Patricia Henley with Terry Trueman (1st paperback ed ed.). San Francisco: Jossey-Bass. Halder, U. K. (2018). Mathematics anxiety of the secondary level students in relation to their. Review of Research, 7(12), 1–7. Halder, U. K., & Bairagya, S. (2014). Math anxiety and math achievement in rural minority students. International Journal of Informative & Futuristic, 1(8), 14–19. Han, S., Capraro, R., & Capraro, M. M. (2014). How science, technology, engineering and mathematics (STEM) project based learning (PBL) affect high, middle and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 2(4). https://doi.org/10.1007/s10763-014-9526-0 Halpem, D. F. (2004). A cognitive-process taxonomy for sex differences in cognitive abilities. Current Directions in Psychological Science, 13(A), 135-139 Heyder, A., Steinmayr, R., & Kessels, U. (2019). Do teachers’ beliefs about math aptitude and brilliance explain gender differences in children’s math ability self concept? Frontiers in Education, 4(5), 1–11. https://doi.org/10.3389/feduc.2019.00034 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. https://doi.org/10.1007/s10212-018-0403-z 621–640. Hunsley, J., & Flessati, S. L. (1988). Gender and mathematics anxiety: The role of math-related experiences and opinions. Anxiety Research, 1(3), 215–224. https://doi.org/10.1080/08917778808248720 Ina, V.S., Michael, O., & Martin, P. (2015). Timss 2015 international results in mathematics. International Study Center Lynch School of Education, Boston College. Jansen, B. R. J., Louwerse, J., Straatemeier, M., Ven, S. H. G. Van Der, Klinkenberg, S., & Maas, H. L. J. Van Der. (2013). The influence of experiencing success in math on math anxiety , perceived math competence, and math performance. Learning and Individual Differences, 24, 190–197. https://doi.org/10.1016/j.lindif.2012.12.014 Joët, G., Usher, E. L., & Bressoux, P. (2011). Sources of self efficacy: An investigation of elementary school students in France. Journal of Educational Psychology, 103(3), 649–663. https://doi.org/10.1037/a0024048 John, J. E., Nelson, P. A., Klenczar, B., & Robnett, R. D. (2020). Memories of math: Narrative predictors of math affect, math motivation, and future math plans. Contemporary Educational Psychology, 60, 101838. https://doi.org/10.1016/j.cedpsych.2020.101838 Johnstone, P., & Pimm, W. (1999). Learning to teach mathematics in the secondary school, second edition. Routledge, London. https://doi.org/10.4324/9781315064871 Justicia-Galiano, M. J., Martín-Puga, M. E., Linares, R., & Pelegrina, S. (2017). Math anxiety and math performance in children: The mediating roles of working memory and math self concept. British Journal of Educational Psychology, 87(4), 573–589. https://doi.org/10.1111/bjep.12165 Kalaycıoğlua, D. B. (2015). The influence of social economic status , self efficacy , and anxiety on mathematics achievement in England , Greece , Hong Kong , the Netherlands , Turkey , and the USA. Educational Sciences: Theory & Practice, 15(5), 1391–1401. https://doi.org/10.12738/estp.2015.5.2731 Kaskens, J., Segers, E., Goei, S. L., van Luit, J. E. H., & Verhoeven, L. (2020). Impact of children’s math self concept, math self efficacy, math anxiety, and teacher competencies on math development. Teaching and Teacher Education, 94, 103096. https://doi.org/10.1016/j.tate.2020.103096 Kelly, S., Romero, A., Morrow, J. A., Denton, Z., & Ducking, J. (2020). Instructor misbehaviors and math anxiety. Communication Reports, 33(1), 27–40. https://doi.org/10.1080/08934215.2019.1675737 Kemdikbud. (2014). Materi Pelatihan Guru Implementasi Kurikulum 2013 Kelas V Sekolah Dasar. Jakarta: Kementrian Pendidikan dan Kebudayaan. Kemendikbud. (2018). Pendidikan di Indonesia belajar dari hasil Pisa 2018. Jakarta: Kementerian Pendidikan Indonesia Kiamanesh, A. R., Hejazi, E., & Esfahani, Z. N. (2013). The role of math self efficacy, math self concept, perceived usefulness of mathematics and math anxiety in math achievement. School of Education and Psychology, 12(3), 1–9. Kulm, G. (1973). A mathematics self concept test. American Educational Research Association Meeting, 1–12. Kumar, R.& Lal, R. 2006. The role of self efficacy and gender difference among adolescents. Journal of the Indian Academy of Applied Psychology, 32(2) Kurniasih, I., & Sani, B. (2014). Implementasi kurikulum 2013 konsep dan penerapan. Kementerian Pendidikan dan Kebudayaan. Kwangsik Choi, & Jeanny Lim. (2019). A study on the design planning for the children’s math experience exhibition center. Journal of Korea Intitute of Spatial Design, 14(3), 91–102. https://doi.org/10.35216/kisd.2019.14.3.91 Layn, M. R. (2018). Improving mathematics learning outcomes through cooperative learning model type nht in grade viii a students mts muhammadiyah. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(1), 43–50. https://doi.org/10.30998/formatif.v8i1.2319 Leaper, C., Farkas, T., & Brown, C. S. (2012). Adolescent girls’ experiences and gender-related beliefs in relation to their motivation in math/science and english. Journal of Youth and Adolescence, 41(3), 268–282. https://doi.org/10.1007/s10964-011-9693-z Lee, C. Y., & Kung, H. Y. (2018). Math self concept and mathematics achievement: Examining gender variation and reciprocal relations among junior high school students in Taiwan. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1239–1252. https://doi.org/10.29333/ejmste/82535 Legette, K. B., & Kurtz-Costes, B. (2020). Math track placement and reflected classroom appraisals are related to changes in early adolescents’ math self concept. Educational Psychology, 0(0), 1–16. https://doi.org/10.1080/01443410.2020.1760212 Li, H., Zhang, A., Zhang, M., Huang, B., Zhao, X., Gao, J., & Si, J. (2021). Concurrent and longitudinal associations between parental educational involvement , teacher support , and math anxiety : The role of math learning involvement in elementary school children. Contemporary Educational Psychology, 66(1), 101984. https://doi.org/10.1016/j.cedpsych.2021.101984 Lina, S., Gina, B., Ben, C., & Joanna, G. (2019). Relations between mathematics achievement growth and the development of mathematics self concept in elementary and middle grades. Contemporary Educational Psychology, 59(1). https://doi.org/10.1016/j.cedpsych.2019.101804 Liu, R. De, Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher support and math engagement: roles of academic self efficacy and positive emotions. Educational Psychology, 38(1), 3–16. https://doi.org/10.1080/01443410.2017.1359238 Liu, Xing and Koirala, Hari. (2009). The Effect of mathematics self efficacy on mathematics achievement of high school students". NERA Conference Proceedings 2009, 30. https://opencommons.uconn.edu/nera_2009/30 Lindberg, S., Linkersdörfer, J., Ehm, J.-H., Hasselhorn, M., & Lonnemann, J. (2013). Gender differences in children’s math self concept in the first years of elementary school. Journal of Education and Learning, 2(3). https://doi.org/10.5539/jel.v2n3p1 Louis, R. A., & Mistele, J. M. (2012). The differences in scores and self efficacy by student. International Journal of Science and Mathematics Education, 11(1), 1163–1190. https://doi.org/10.1007/s10763-011-9325-9 Macmull, M. S., & Ashkenazi, S. (2019). Math anxiety: The relationship between parenting style and math self efficacy. Frontiers in Psychology, 10(5). https://doi.org/10.3389/fpsyg.2019.01721 Manger, T., & Eikeland, O. J. (1998). The effect of mathematics self concept on girls’ and boys’ mathematical achievement. School Psycology International, 19(2), 1–18. https://doi.org/10.1177/07399863870092005 Mcconney, A., & Perry, L. B. (2010). Social economic status, self efficacy, and mathematics achievement in Australia: a secondary analysis. Education Policy and Practice, 9(4), 77–91. https://doi.org/10.1007/s10671-010-9083-4 Mackinnon, D. P, Lockwood, C. M, Hoffman, J. M, West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 1, 83-104. http://dx.doi.org/10.1037/1082-989X.7.1.83 McSheffrey. (1992). Mathematics experiences of women and girls: a narrative inquiry. Queens’ University. Memisevic, H., Biscevic, I., & Pasalic, A. (2018). Predictors of math achievement in elementary school students grades 1-3. Acta Neuropsychologica, 16(3), 249–258. https://doi.org/10.5604/01.3001.0012.5915 Mier, H. I. Van, Schleepen, T. M. J., & Berg, F. C. G. Van Den. (2019). Gender differences regarding the impact of math anxiety on arithmetic performance in second and fourth graders. 9(1), 1–13. Frontiers in Psychology, 9(1), 1-13. https://doi.org/10.3389/fpsyg.2018.02690 Mozahem, N. A., Boulad, F. M., & Ghanem, C. M. (2020). Secondary school students and self efficacy in mathematics : Gender and age differences. International Journal of School & Educational Psychology, 00(00), 1–11. https://doi.org/10.1080/21683603.2020.1763877 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 Nabavi, R. T. (2014). Theories of developmental psychology: Bandura’s social learning theory & social cognitive learning theory. University of Science and Culture Nagy, G., Watt, H. M. G., Eccles, J. S., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students’ mathematics self concept in relation to gender: different countries, different trajectories? Journal of Research on Adolescence, 20(2), 482–506. https://doi.org/10.1111/j.1532-7795.2010.00644.x Naz S., & Majoka I., (2016). A study of students’ self-efficacy and academic achievement in mathematics at university level. Journal of Arts and Social Sciences 3(1), 5- 25 Newby, P. (2014). Research methods for education, second edition. Routledge. https://doi.org/https://doi.org/10.4324/9781315758763 Norwood, K. S. (1994). The effect of instructional approach on mathematics anxiety and achievement. School Science and Mathematics, 94(5), 248–254. https://doi.org/https://doi.org/10.1111/j.1949-8594.1994.tb15665.x Nurhayati, Dina Anika Marhayani, Chih-Hung Chang, M. N. (2019). Math anxiety analysis in indonesian elementary school. Springer Nature Switzerland AG, 1(1). https://doi.org/10.1007/978-3-030-20798-4 O’Leary, K., Fitzpatrick, C. L., & Hallett, D. (2017). Math anxiety is related to some, but not all, experiences with math. Frontiers in Psychology, 8(DEC). https://doi.org/10.3389/fpsyg.2017.02067 OECD. (2013). Mathematics self beliefs and participation in mathematics-related activities: Vol. III. OECDiLibrary. https://doi.org/10.1787/9789264201170-8-en OECD. (2019). PISA 2018 insights and interpretations. OECD Publishing, 64. Orbach, L., Herzog, M., & Fritz, A. (2019). Relation of state-and trait-math anxiety to intelligence, math achievement and learning motivation. Journal of Numerical Cognition, 5(3), 371–399. https://doi.org/10.5964/jnc.v5i3.204 Pajares, F., & Miller, M. D. (1994). Role of self efficacy and self concept beliefs in mathematical problem solving: solving: a path analysis. Journal of Educational Psychology, 86(2), 193–203. https://doi.org/https://doi.org/10.1037/0022-0663.86.2.193 Pandey, B. (2017). A study of mathematical achievement of secondary school students. International Journal of Advanced Research, 5(12), 1951–1954. https://doi.org/10.21474/ijar01/6165 Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self efficacy and self concept as predictors of long-term achievement outcomes. Educational Psychology, 34(1), 29–48. https://doi.org/10.1080/01443410.2013.797339 Pasani, C. F., Amelia, R., & Hassan, Z. (2021). Learning loss and education inequality in Indonesia (Mapping the potential, consequences, and the Covid-19 crisis). Review of International Geographical Education (RIGEO), 11(10), 1171–1181. Passolunghi, M. C. (2015). Cognitive and emotional factors in children with mathematical learning disabilities. International Journal of Disability, Development and Education, 58(1), 61-73, https://doi.org/10.1080/1034912X.2011.547351 Peng, P., Wang, T., Wang, C., & Lin, X. (2019). A meta -analysis on the relation between fluid intelligence and reading/ mathematics: Effect of tasks, age, and social economic status. Psychological Bullestin, 145(2), 189-236. https://doi.org/10.1037bul0000182 Radi, J., Videnovi, M., & Baucal, A. (2014). Math anxiety — contributing school and individual level factors. Eur J Psychol Educ, 1(2), 210–224. https://doi.org/10.1007/s10212-014-0224-7 Rahmawatiningrum, A., Kusmayadi, T. A., & Fitriana, L. (2019). Student’s ability in solving higher order thinking skills (HOTS) mathematics problem based on learning achievement. Journal of Physics: Conference Series, 1318(1). https://doi.org/10.1088/1742-6596/1318/1/012090 Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math anxiety, working memory, and math achievement in early elementary school. Journal of Cognition and Development, 14(2), 187–202. https://doi.org/10.1080/15248372.2012.664593 Ramtu, S. A. (2015). An investigation of gender differences in mathematics class participation: a case study of early primary learners in Mombasa-Kenya. The Aga Khan University. Recber, S., Isiksal, M., & Koc, Y. (2017). Investigating self efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type. Anales de Psicología, 34(1), 41. https://doi.org/10.6018/analesps.34.1.229571 Rosário, P., & Núñez, J. C. (2020). The role of anxiety in the relationship between self efficacy and math achievement. Psicología Educativa Achievement, 26(2), 137-143. https://doi.org/10.5093/psed2020a7 Ruan, S., He, J., Ying, R., Burkle, J., Hakim, D., Wang, A., Yin, Y., Zhou, L., Xu, Q., Abuhashem, A., Dietz, G., Murnane, E. L., Brunskill, E., & Landay, J. A. (2020). Supporting children’s math learning with feedback-augmented narrative technology. Interaction Design and Children, 20(1), 21–24. https://doi.org/10.1145/3392063.3394400 Rubinsten, O., Bialik, N., & Solar, Y. (2012). Exploring the relationship between math anxiety and gender through implicit measurement. Frontiers in Human Neuroscience, 6(9), 1–11. https://doi.org/10.3389/fnhum.2012.00279 Ruff, S. E., & Boes, S. (2014). The sum of all fears: the effects of math anxiety on math achievement in fifth grade students and the implications for school counselors. Georgia School Counselors Association Journal, 21(1), 1–10. https://eric.ed.gov/?id=EJ1084441 Samuel, T. S., & Warner, J. (2019). “I can math!”: Reducing math anxiety and increasing math self efficacy using a mindfulness and growth mindset-based intervention in first-year students. Community College Journal of Research and Practice, 00(00), 1–18. https://doi.org/10.1080/10668926.2019.1666063 Samuelsson, M., & Samuelsson, J. (2016). Gender differences in boys ’ and girls ’ perception of teaching and learning mathematics. Open Review of Educational Research, 3(1), 18–34. https://doi.org/10.1080/23265507.2015.1127770 Sarkis, J., Gonzalez, P. T & Adenso, B. D. (2010). Stakeholder pressure and the adoption of environmental practices: The mediating effect of training. Journal of Operations Management, 28 (1), 163-176. https://doi.org/10.1016/j.jom.2009.10.001 Schunk, D. H., & DiBenedetto, M. K. (2016). Self efficacy theory in education from: Handbook of motivation at school. Routledge. https://doi.org/10.4324/9781315773384.ch3 Shashaani, L. (1995). Gender differences in mathematics technology relation to computer attitude. Educational Computing Research, 16(1), 37-51, doi/10.2190/Y8U7-AMMA-WQUT-R512 Shigehiro, K. (2006). The effects of learning experience on the ability of elementary school students to deal with math problems requiring multiple solutions. Psychologia, 49 (1): 10-22. https://doi.org/10.2117/psysoc.2006.10 Skaalvik, S., & Skaalvik, E. M. (2004). Gender differences in math and verbal self concept, performance expectations, and motivation. Sex Roles, 50(3–4), 241–252. https://doi.org/10.1023/b:sers.0000015555.40976.e6 Soland, J. (2019). Modeling academic achievement and self efficacy as joint developmental processes: Evidence for education, counseling, and policy. Journal of Applied Developmental Psychology, 65(1). https://doi.org/10.1016/j.appdev.2019.101076. Son, J. W., Han, S. W., Kang, C., & Kwon, O. N. (2016). A comparative analysis of the relationship among quality instruction, teacher self efficacy, student background, and mathematics achievement in South Korea and the United States. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1755–1779. https://doi.org/10.12973/eurasia.2016.1532a Soni, A., & Kumari, S. (2017). The role of parental math anxiety and math attitude in their children’s math achievement. International Journal of Science and Mathematics Education, 15(2), 331–347. https://doi.org/10.1007/s10763-015-9687-5 Sung, S. K. (2008). The educational gaps among Korean elementary students: The learning experience differences and their effect on math performance. KEDI Journal of Educational Policy, 5(2): 3-21 Suprapto, N., Chang, T. S., & Ku, C. H. (2017). Conception of learning physics and self efficacy among Indonesian university students. Journal of Baltic Science Education, 16(1), 7–19. Szczygieł, M. (2020). When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year. Soc Psychol Educ 23, 1023–1054. https://doi.org/10.1007/s11218-020-09570-2 Szumski, G., & Karwowski, M. (2019). Exploring the Pygmalion effect : The role of teacher expectations , academic self concept , and class context in students ’ math achievement. Contemporary Educational Psychology, 59(5). https://doi.org/10.1016/j.cedpsych.2019.101787 Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston, MA: Pearson. Timmerman, H. L., Toll, S. W. M., & Van Luit, J. E. H. (2017). The relation between math self concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents. Psychology, Society and Education, 9(1), 89–103. https://doi.org/10.25115/psye.v9i1.465 Tepper, B. J., Shafer, S., Meredith,. J.R., & Marsh, R (1996). A clarification on conceptual and methodological issues related to the job characteristics model: A reply. Journal of Operation Management, 14 (4), 369-372 Trautwein, U., Lu, O., Marsh, H. W., Trautwein, U., & Lu, O. (2006). Tracking , grading , and student motivation : Using group composition and status to predict self concept and interest in ninth-grade mathematics. Journal of Educational Psychology, 98(4), 788–806. https://doi.org/10.1037/0022-0663.98.4.788 Trochim, W.M. and Donnelly, J.P. (2006). The research methods knowledge base. 3rd Edition, Atomic Dog, Cincinnati, OH. Widjaja, W. (2013). The use of contextual problems to support. IndoMS-JME, 4(2), 151–159. https://files.eric.ed.gov/fulltext/EJ1078956.pdf Wigfield, A., & Eccles, J. S. (1989). Test anxiety in elementary and secondary school students. Educational Psychologist, 24(2), 159–183. https://doi.org/10.1207/s15326985ep2402_3 Wilder, S. (2013). Dimensions of math anxiety as measured by the mars-brief: Factor analysis. Interstat Journals, 1(1), 75–89. Xue, Y., Xuan, X., Zhang, M., Li, M., Jiang, W., & Wang, Y. (2020). Links of family- and school-level social economic status to academic achievement among Chinese middle school students: A multilevel analysis of a national study. International Journal of Educational Research, 101(4). https://doi.org/10.1016/j.ijer.2020.101560 Yonnie, S. Y. (2007). Age and gender differences in online behavior, self efficacy, and academic performance. Quarterly Review of Distance Education, 8(208) Yüksel-Şahin, F. (2008). Mathematics anxiety among 4th and 5th grade Turkish elementary school students. International Electronic Journal of Mathematics Education, 3(3), 179–192. https://files.eric.ed.gov/fulltext/EJ1078956.pdf Yurniwati & Hanum, L. (2017). Improving mathematics achievement of Indonesian 5th grade students through guided discovery learning. Journal on Mathematics Education, 8(1), 77–84. https://doi.org/10.22342/jme.8.1.3209.77-84 Zakaria, E., & Nordin, N. M. (2008). The effects of mathematics anxiety on matriculation students as related to motivation and achievement. Eurasia Journal of Mathematics, Science and Technology Education, 4(1), 27–30. https://doi.org/10.12973/ejmste/75303 Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive?. Journal of the Learning Sciences, 12(2), 145–181. https://doi.org/10.1207/S15327809JLS1202
|