This study was conducted with the aim of tracking the mathematics attitudes of primary school students from the year they started school until they graduated from primary school and transitioned to middle school, covering a four-year period. The research involved a longitudinal method and was carried out with the participation of primary school…

Introduction: Individuals' math value beliefs are theorized to influence who persists in STEM. However, the existing findings on gender differences in adolescents' math value beliefs are inconsistent. The goal of this study was to use three existing datasets to help clarify when gender differences emerge for high school adolescents and for whom…

We examined recent process models of accumulated disadvantage with an intersectional lens in order to provide a more complete picture of how disadvantages across punishment and math trajectories can accumulate over time and disparately affect marginalized race-gender groups. Using structural equation modeling (SEM) with a nationally representative…

Our study is among the first to provide a comprehensive review of cross-national patterns of gender differences in various STEM-related constructs--achievement, beliefs, attitudes, aspirations, and participation, concerning country-level gender equality. We complement our review with empirical analyses utilizing rigorous methodologies and richer…

While there is public and political consensus on the need to safeguard the physical and psychological welfare of students while at school, little is known about which South African students are at risk of exposure to bullying, or the nature and extent of bullying in primary schools. Such data is crucial in informing the development of appropriate…

Deterioration of students' mathematics achievement has been a common problem while their mathematics perception and self-efficacy have been reported to determine their achievement. However, little is known about the potential relationships among them. Therefore, this study attempted to investigate the extent of influence of students' mathematics…

This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from…

In online virtual-based learning, combining more adaptive personal student characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement. Further, the study examined how personal student characteristics, which are sometimes amenable to change and…

Mathematics anxiety and attitude have a great influence on mathematics performance. This article presents an analysis of the relationship between Mathematics anxiety, attitude and performance. The study adopted a correlational research design. The analysis is based on the responses of 367 students who were randomly selected from 55 secondary…

The differences in gender have consequence on mathematics achievement. Nonetheless, the dominance in the performance of mathematics with regards to both sexes remains skewed. Thus, the current study sought to measure the impact of gender disparities on mathematics performances and investigate the attitudes and perceptions towards the learning of…

Our culture attributes women's and girls' ability in mathematics and related domains to their efforts more so than men's and boys'--a stereotype that contributes to inequities in scientific and technical careers. Here, we provide the first investigation of this gender stereotype in children, examining its endorsement across a broad age range and…

Background: Math anxiety (MA) is recognized as a heterogeneous and dynamic construct, significantly affecting students' academic performance. Despite its importance, longitudinal studies examining the profiles of MA from multiple dimensions and their transitions remain limited. Aims: The study identified distinct MA profiles, controlling for…

There is a problematic but widespread perception that we do mathematics with our minds, and sport and Physical Education (PE) with our bodies. Strong identification with sport and PE could therefore pose a barrier to mathematics learning. I explore this troubling possibility using data from a mixed-methods study of 450 Year Nine students (age…

This study aims to examine the STEM attitudes of primary school fourth-grade students who are in the transition period from primary school to middle school. More specifically, this study examines whether the students' attitudes towards STEM significantly differ according to gender, parents' educational background, science achievement, and…

Academic emotions are not mutually exclusive, and students can experience various emotions simultaneously. We aimed at identifying distinct emotion profiles in mathematics in the lowest-ability tier in lower secondary school. Also, we investigated the patterns of change to students' mathematics emotion profiles in Grades 7 and 8, and whether an…