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Female teachers’ math anxiety affects girls’ math achievement
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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A Study Of Mathematics Anxiety in Pre-Service Teachers
inferredcites →https://doi.org/10.1007/springerreference_180722openalex-snapshot
Woodcock-Johnson III Tests of Achievement
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Effectiveness of an intervention strategy for reducing mathematics anxiety.
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Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis.
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The social learning theory of sex differences: Imitation is alive and well.
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Influence of gender constancy and social power on sex-linked modeling.
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Application of hierarchical linear models to assessing change.
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The relationships among working memory, math anxiety, and performance.
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The Mathematics Anxiety Rating Scale: Psychometric data.
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The Development of an Abbreviated Version of the Mathematics Anxiety Rating Scale
inferredcites →https://doi.org/10.1086/428763openalex-snapshot
Developing Measures of Teachers’ Mathematics Knowledge for Teaching
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TASK ORIENTATION VERSUS SOCIAL ORIENTATION IN YOUNG CHILDREN AND THEIR ATTENTION TO RELEVANT SOCIAL CUES
inferredcites →https://doi.org/10.1111/j.1467-8624.1993.tb02946.xopenalex-snapshot
Age and Gender Differences in Children's Self- and Task Perceptions during Elementary School
inferredcites →https://doi.org/10.1111/j.1467-8721.2008.00602.xopenalex-snapshot
Math Performance in Stressful Situations
inferredcites →https://doi.org/10.1111/j.1467-9280.1992.tb00675.xopenalex-snapshot
Mathematics Anxiety and Science Careers among Able College Women
inferredcites →https://doi.org/10.1111/j.1559-1816.2003.tb02782.xopenalex-snapshot
Children's Gender Stereotypes About Math: The Role of Stereotype Stratification1
inferredcites →https://doi.org/10.1111/j.1949-8594.1998.tb17406.xopenalex-snapshot
Effectiveness of a Mathematics Methods Course in Reducing Math Anxiety of Preservice Elementary Teachers
inferredcites →https://doi.org/10.1126/science.1160364openalex-snapshot
Gender Similarities Characterize Math Performance
inferredcites →https://doi.org/10.1177/001316448204200218openalex-snapshot
The Development and Validation of a Revised Version of the Mathematics Anxiety Rating Scale
inferredcites →https://doi.org/10.2307/1130442openalex-snapshot
The Salience of Gender and the Process of Sex Typing in Three- to Seven-Year-Old Children
inferredcites →https://doi.org/10.2307/2075823openalex-snapshot
Hierarchical Linear Models: Applications and Data Analysis Methods.
inferredcites →https://doi.org/10.2307/2112807openalex-snapshot
Socialization to Gender Roles: Popularity among Elementary School Boys and Girls
inferredcites →https://doi.org/10.2307/749455openalex-snapshot
The Nature, Effects, and Relief of Mathematics Anxiety
inferredcites →https://doi.org/10.3102/00028312042002371openalex-snapshot
Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement
inferredcites →https://doi.org/10.3758/brm.40.3.879openalex-snapshot
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
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inferred← citeshttps://doi.org/10.1007/s13394-025-00541-4openalex-snapshot
Beliefs, emotions, and goals: Relating high school students’ achievement goal profiles to their distinct attitudes toward mathematics
inferred← citeshttps://doi.org/10.1007/s13394-026-00565-4openalex-snapshot
Teaching with challenging tasks in the early years: teacher perspectives and affective outcomes for teachers and students
inferred← citeshttps://doi.org/10.1007/s40753-019-00104-6openalex-snapshot
Measuring Mathematics Engagement Anxiety
inferred← citeshttps://doi.org/10.1007/s40753-025-00279-1openalex-snapshot
“He Never Took Me Seriously as a Mathematician”: Investigating Tensions in a Female Student’s Sense of Belonging, Perceived Competence and Interactions Within the Mathematics Community
inferred← citeshttps://doi.org/10.1007/s40841-020-00154-4openalex-snapshot
“It’s a Skill That Can Be Trained”: How Chinese Parents View Mathematics and What This Means
inferred← citeshttps://doi.org/10.1007/s40841-023-00303-5openalex-snapshot
Teachers’ Expectations of Student Mathematics Achievement, and Student Mathematics Self-Efficacy in Aotearoa New Zealand Intermediate Schools: Do Teacher and Student Gender Make a Difference?
inferred← citeshttps://doi.org/10.1007/s41979-022-00067-5openalex-snapshot
Elementary Students’ Mathematics Identity: Findings from a Longitudinal Study in an Out-of-School Setting
inferred← citeshttps://doi.org/10.1016/b978-0-12-387691-1.00005-3openalex-snapshot
On the Interplay of Emotion and Cognitive Control: Implications for Enhancing Academic Achievement
inferred← citeshttps://doi.org/10.1016/b978-0-12-802218-4.00008-xopenalex-snapshot
When Being Good at Math Is Not Enough
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The Construct of Mathematical Resilience
inferred← citeshttps://doi.org/10.1016/b978-0-12-802218-4.00012-1openalex-snapshot
Parents' and Children's Mathematics Anxiety
inferred← citeshttps://doi.org/10.1016/b978-0-12-815952-1.00005-0openalex-snapshot
Mathematical Development in the Early Home Environment
inferred← citeshttps://doi.org/10.1016/b978-0-12-817414-2.00003-8openalex-snapshot
The complex pathways toward the development of math anxiety and links with achievements
inferred← citeshttps://doi.org/10.1016/b978-0-12-818630-5.14032-1openalex-snapshot
Emotions in education
inferred← citeshttps://doi.org/10.1016/bs.acdb.2014.04.004openalex-snapshot
Gender-Related Academic and Occupational Interests and Goals
inferred← citeshttps://doi.org/10.1016/bs.acdb.2015.11.001openalex-snapshot
Gender Stereotypes and Discrimination
inferred← citeshttps://doi.org/10.1016/bs.acdb.2025.03.004openalex-snapshot
Learning arithmetic strategies: The roles of individual and contextual factors
inferred← citeshttps://doi.org/10.1016/j.actpsy.2025.105621openalex-snapshot
From numbers to nerves: A score year of scientometric study on mathematics anxiety
inferred← citeshttps://doi.org/10.1016/j.actpsy.2026.106306openalex-snapshot
Unveiling the anxiety about teaching math in Spain: A psychometric study of MAST15 and MTAS19 instruments
inferred← citeshttps://doi.org/10.1016/j.actpsy.2026.106733openalex-snapshot
The impact of sociocultural background and parental education on academic performance and time management in mathematics and introductory courses
inferred← citeshttps://doi.org/10.1016/j.adolescence.2015.08.018openalex-snapshot
The interplay of parental support, parental pressure and test anxiety – Gender differences in adolescents
inferred← citeshttps://doi.org/10.1016/j.adolescence.2020.03.003openalex-snapshot
The longitudinal role of mathematics anxiety in mathematics development: Issues of gender differences and domain‐specificity
inferred← citeshttps://doi.org/10.1016/j.anyes.2017.10.001openalex-snapshot
Math anxiety, a hierarchical construct: Development and validation of the Scale for Assessing Math Anxiety in Secondary education
inferred← citeshttps://doi.org/10.1016/j.appdev.2021.101256openalex-snapshot
Do girls pay an unequal price? Black and Latina girls' math attitudes, math anxiety, and mathematics achievement
inferred← citeshttps://doi.org/10.1016/j.appdev.2023.101567openalex-snapshot
Cross-lagged associations between father-child numeracy activities and very young children's number competence
inferred← citeshttps://doi.org/10.1016/j.appdev.2026.101948openalex-snapshot
Conceptualizing science as explanatory predicts elementary students' life science learning: The relative influence of science conceptions, science identity and mindset
inferred← citeshttps://doi.org/10.1016/j.caeai.2025.100367openalex-snapshot
“I just think it is the way of the future”: Teachers' use of ChatGPT to develop motivationally-supportive math lessons
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2012.09.001openalex-snapshot
Mathematics anxiety in young children: Concurrent and longitudinal associations with mathematical performance
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2018.06.009openalex-snapshot
Associations between parents and students’ motivational beliefs in mathematics and mathematical performance: The role of gender
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2018.06.012openalex-snapshot
Gender-specific teacher expectations in reading—The role of teachers’ gender stereotypes
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2020.101876openalex-snapshot
The developmental trajectories of mathematics anxiety: Cognitive, personality, and environmental correlates
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2020.101927openalex-snapshot
Elementary school students' motivational profiles across Finnish language, mathematics and science: Longitudinal trajectories, gender differences and STEM aspirations
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2021.101984openalex-snapshot
Concurrent and longitudinal associations between parental educational involvement, teacher support, and math anxiety: The role of math learning involvement in elementary school children
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102079openalex-snapshot
Identifying false growth mindsets in adults and implications for mathematics motivation
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102140openalex-snapshot
Effect of parents’ mathematics anxiety and home numeracy activities on young children’s math performance-anxiety relationship
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102161openalex-snapshot
How gender stereotypes of students and significant others are related to motivational and affective outcomes in mathematics at the end of secondary school
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102211openalex-snapshot
Examining the dynamic links among perceived teacher support, mathematics learning engagement, and dimensions of mathematics anxiety in elementary school students: A Four-wave longitudinal study
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2024.102317openalex-snapshot
An exploratory experiment investigating teachers’ attributional race and gender bias and the moderating effects of personal experience of racial discrimination
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2025.102400openalex-snapshot
Domain-specific and domain-general predictors of math anxiety in adolescents and adults
inferred← citeshttps://doi.org/10.1016/j.cobeha.2016.04.011openalex-snapshot
The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research
inferred← citeshttps://doi.org/10.1016/j.cognition.2018.10.005openalex-snapshot
What explains sex differences in math anxiety? A closer look at the role of spatial processing
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104650openalex-snapshot
Do games reduce maths anxiety? A meta-analysis
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Emerging neurodevelopmental perspectives on mathematical learning
inferred← citeshttps://doi.org/10.1016/j.dr.2021.100997openalex-snapshot
Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches
inferred← citeshttps://doi.org/10.1016/j.ecresq.2023.03.004openalex-snapshot
Gender equity and motivational readiness for computational thinking in early childhood
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Attitudes and emotions in the context of mathematical learning: A systematic review and meta-analysis of intervention studies
inferred← citeshttps://doi.org/10.1016/j.ijer.2012.12.004openalex-snapshot
Effects of math anxiety on student success in higher education
inferred← citeshttps://doi.org/10.1016/j.ijer.2019.101526openalex-snapshot
Exploring math anxious parents’ emotional experience surrounding math homework-help
inferred← citeshttps://doi.org/10.1016/j.ijer.2020.101616openalex-snapshot
Palestinian/Arab Israeli women’s experiences in mathematics education: An intersectional analysis
inferred← citeshttps://doi.org/10.1016/j.ijme.2025.101193openalex-snapshot
From math aversion to effective integration: Theoretical framework for building quantitative skills in Economics and Business students
inferred← citeshttps://doi.org/10.1016/j.intell.2017.11.007openalex-snapshot
Sex differences in academic strengths contribute to gender segregation in education and occupation: A longitudinal examination of 167,776 individuals
inferred← citeshttps://doi.org/10.1016/j.japwor.2019.100961openalex-snapshot
The Effect of Instructional Quality on Student Achievement: Evidence from Japan
inferred← citeshttps://doi.org/10.1016/j.jebo.2014.08.004openalex-snapshot
Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland
inferred← citeshttps://doi.org/10.1016/j.jecp.2015.07.014openalex-snapshot
On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies
inferred← citeshttps://doi.org/10.1016/j.jecp.2016.03.002openalex-snapshot
Changing the precision of preschoolers’ approximate number system representations changes their symbolic math performance
inferred← citeshttps://doi.org/10.1016/j.jecp.2017.03.013openalex-snapshot
Programming experience promotes higher STEM motivation among first-grade girls
inferred← citeshttps://doi.org/10.1016/j.jecp.2021.105214openalex-snapshot
Math anxiety affects females’ vocational interests
inferred← citeshttps://doi.org/10.1016/j.jecp.2021.105302openalex-snapshot
Parents’ math anxiety and mathematics performance of pre-kindergarten children
inferred← citeshttps://doi.org/10.1016/j.jecp.2021.105335openalex-snapshot
Peer tutoring of computer programming increases exploratory behavior in children
inferred← citeshttps://doi.org/10.1016/j.jecp.2023.105672openalex-snapshot
Peer network in math anxiety: A longitudinal social network approach
inferred← citeshttps://doi.org/10.1016/j.jecp.2024.105983openalex-snapshot
Impacts of number lines and circle visual displays on caregivers’ fraction understanding
inferred← citeshttps://doi.org/10.1016/j.jecp.2024.106185openalex-snapshot
Parental mathematics anxiety is related to children’s mathematical development in preschool and the first school years
inferred← citeshttps://doi.org/10.1016/j.jecp.2025.106290openalex-snapshot
Picturing mathematicians: Examining how gender and math anxiety relate to students’ representations of mathematicians in late elementary and middle school
inferred← citeshttps://doi.org/10.1016/j.jesp.2015.01.002openalex-snapshot
Forecasting the experience of stereotype threat for others
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