Effect of Gender, STEM, and the Interaction between Gender and Stem on Relationships between Self-Regulation, Math Self-Efficacy, and Math Anxiety
SSHO-D-24-00530
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Paper Description
Achievement in mathematics is vital to college success and career readiness. Examining constructs that impact student success in important. In this study, we extend Jain and Dowson's (2009) model on self-regulation, math self-efficacy, and math anxiety by considering the interaction effect of gender and enrollment in STEM mathematics courses. These variables are relevant given gender differences in mathematics anxiety and perceived capabilities in STEM subjects. Findings from our study affirm the importance of gender in this model, which may inform differentiated strategies for mathematics success.
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