International Electronic Journal of Mathematics Education

• Ajogbeje, J. O. (2010). Self-concept as predictor of mathematics achievement among secondary school students in Ado-Ekiti, Nigeria. Nigerian Journal of Guidance and Counselling, 15(1). https://doi.org/10.4314/njgc.v15i1.64658
• Awan, R. U. N., Noureen, G., & Naz, A. (2011). A study of relationship between achievement motivation, self-concept, and achievement in English and Mathematics at secondary level. International Education Studies, 4(3), 72-79. https://doi.org/10.5539/ies.v4n3p72
• Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self‐efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72(1), 187-206. https://doi.org/10.1111/1467-8624.00273
• Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863. https://doi.org/10.1073/pnas.0910967107
• Capuno, R., Necesario, R., Etcuban, J. O., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, Study Habits, and Academic Performance of Junior High School Students in Mathematics. International Electronic Journal of Mathematics Education, 14(3), 547-561. https://doi.org/10.29333/iejme/5768
• Cheryan, S., Master, A., & Meltzoff, A. N. (2015). Cultural stereotypes as gatekeepers: Increasing girls’ interest in computer science and engineering by diversifying stereotypes. Frontiers in Psychology, 6, 49. https://doi.org/10.3389/fpsyg.2015.00049
• Correll, S. J. (2001). Gender and the career choice process: The role of biased self-assessments. American Journal of Sociology, 106(6), 1691-1730. https://doi.org/10.1086/321299
• 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
• Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82(3), 766-779. https://doi.org/10.1111/j.1467-8624.2010.01529.x
• Delpit, L. (2006). Lessons from teachers. Journal of Teacher Education, 57(3), 220-231. https://doi.org/10.1177/0022487105285966
• Dramanu, B. Y., & Balarabe, M. (2013). Relationship between academic self-concept and academic performance of junior high school students in Ghana. European Scientific Journal, ESJ, 9(34). Retrieved from http://bit.ly/2wQKux7
• Egorova, M. S. (2016). Sex differences in mathematical achievement: Grades, national test, and self-confidence. Psychology in Russia, 9(3), 4. https://doi.org/10.11621/pir.2016.0301
• 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. https://doi.org/10.1037/a0018053
• Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance--A Critical Literature Review. Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. Retrieved from http://bit.ly/2Ifm5Ik
• Ganley, C. M., Mingle, L. A., Ryan, A. M., Ryan, K., Vasilyeva, M., & Perry, M. (2013). An examination of stereotype threat effects on girls’ mathematics performance. Developmental Psychology, 49(10), 1886. https://doi.org/10.1037/a0031412
• Gbollie, C., & Keamu, H. P. (2017). Student academic performance: The role of motivation, strategies, and perceived factors hindering Liberian junior and senior high school students learning. Education Research International, 2017. https://doi.org/10.1155/2017/1789084
• Grissom, J. B. (2004). Age & achievement. Education Policy Analysis Archives, 12, 49. https://doi.org/10.14507/epaa.v12n49.2004
• Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6), 644-653. https://doi.org/10.1016/j.lindif.2010.08.001
• Hannover, B., & Kessels, U. (2004). Self-to-prototype matching as a strategy for making academic choices. Why high school students do not like math and science. Learning and Instruction, 14(1), 51-67. https://doi.org/10.1016/j.learninstruc.2003.10.002
• Hyde, J. S., & Mertz, J. E. (2009). Gender, culture, and mathematics performance. Proceedings of the National Academy of Sciences, 106(22), 8801-8807. https://doi.org/10.1073/pnas.0901265106
• Kamoru, U., & Ramon, O. G. (2017). Influence of self-concept, study habit, and gender on attitude and achievement of secondary school students in mathematics. Journal for Leadership and Instruction, 16(1), 49-52. Retrieved from http://bit.ly/2XD0cb0
• Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation, test anxiety, and academic achievement among nursing students: Mediating and moderating effects. Nurse Education Today, 35(3), 432-438. https://doi.org/10.1016/j.nedt.2014.11.001
• Kvedere, L. (2012). Mathematics self-concept of the 9th-grade students in Latvia. Procedia-Social and Behavioral Sciences, 46, 3380-3384. https://doi.org/10.1016/j.sbspro.2012.06.070
• 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
• Martin, P. Y., & Jackson, S. (2002). Educational success for children in public care: Advice from a group of high achievers. Child & Family Social Work, 7(2), 121-130. https://doi.org/10.1046/j.1365-2206.2002.00240.x
• Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351-373. https://doi.org/10.1016/j.jsp.2006.04.004
• Nagy, G., Watt, H. M., 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
• Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Math= male, me= female, therefore math≠ me. Journal of Personality and Social Psychology, 83(1), 44. https://doi.org/10.1037/0022-3514.83.1.44
• Othman, N., & Leng, K. B. (2011). The relationship between self-concept, intrinsic motivation, self-determination, and academic achievement among Chinese primary school students. International Journal of Psychological Studies, 3(1), 90. https://doi.org/10.5539/ijps.v3n1p90
• Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. Perception, 11, 239-266. Retrieved from http://bit.ly/2Kf1ohK
• Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589. https://doi.org/10.1037/0022-0663.95.3.589
• Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544. https://doi.org/10.1037/0022-0663.92.3.544
• Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and average-ability students: Comparing girls’ and boys’ achievement, self-concept, interest, and motivation in mathematics. Gifted Child Quarterly, 52(2), 146-159. https://doi.org/10.1177/0016986208315834
• Priess-Groben, H. A., & Lindberg, S. M. (2018). Gender intensification. Encyclopedia of Adolescence, 1552-1561. https://doi.org/10.1007/978-3-319-33228-4_391
• Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38(2), 437-460. https://doi.org/10.3102/00028312038002437
• Seaton, M., Parker, P., Marsh, H. W., Craven, R. G., & Yeung, A. S. (2014). The reciprocal relations between self-concept, motivation, and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success. Educational Psychology, 34(1), 49-72. https://doi.org/10.1080/01443410.2013.825232
• Sincero, S. M. (2012). Self-concept theory. Retrieved from http://bit.ly/2KrXjqG
• Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35(1), 4-28. https://doi.org/10.1006/jesp.1998.1373
• Tavani, C. M., & Losh, S. C. (2003). Motivation, self-confidence, and expectations as predictors of the academic performances among our high school students. Child Study Journal, 33(3), 141-152. Retrieved from http://bit.ly/2MYqV11
• Tella, A. (2007). The impact of motivation on student’s academic achievement and learning outcomes in mathematics among secondary school students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 149-156. https://doi.org/10.12973/ejmste/75390
• Timmerman, H. L., Van Luit, J. E., & Toll, S. W. (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. https://doi.org/10.25115/psye.v9i1.465
• Tully, D., & Jacobs, B. (2010). Effects of single-gender mathematics classrooms on self-perception of mathematical ability and post-secondary engineering paths: An Australian case study. European Journal of Engineering Education, 35(4), 455-467. https://doi.org/10.25115/psye.v9i1.465
• Zimmerman, B. J. (2013). Theories of self-regulated learning and academic achievement: An overview and analysis. In Self-regulated learning and academic achievement (pp. 10-45). Routledge. https://doi.org/10.4324/9781410601032

APA

Peteros, E., Gamboa, A., Etcuban, J. O., Dinauanao, A., Sitoy, R., & Arcadio, R. (2020). Factors Affecting Mathematics Performance of Junior High School Students. International Electronic Journal of Mathematics Education, 15(1), em0556. https://doi.org/10.29333/iejme/5938

Vancouver

Peteros E, Gamboa A, Etcuban JO, Dinauanao A, Sitoy R, Arcadio R. Factors Affecting Mathematics Performance of Junior High School Students. INT ELECT J MATH ED. 2020;15(1):em0556. https://doi.org/10.29333/iejme/5938

AMA

Peteros E, Gamboa A, Etcuban JO, Dinauanao A, Sitoy R, Arcadio R. Factors Affecting Mathematics Performance of Junior High School Students. INT ELECT J MATH ED. 2020;15(1), em0556. https://doi.org/10.29333/iejme/5938

Chicago

Peteros, Emerson, Antonietta Gamboa, Jonathan O. Etcuban, Aahron Dinauanao, Regina Sitoy, and Redjie Arcadio. "Factors Affecting Mathematics Performance of Junior High School Students". International Electronic Journal of Mathematics Education 2020 15 no. 1 (2020): em0556. https://doi.org/10.29333/iejme/5938

Harvard

Peteros, E., Gamboa, A., Etcuban, J. O., Dinauanao, A., Sitoy, R., and Arcadio, R. (2020). Factors Affecting Mathematics Performance of Junior High School Students. International Electronic Journal of Mathematics Education, 15(1), em0556. https://doi.org/10.29333/iejme/5938

MLA

Peteros, Emerson et al. "Factors Affecting Mathematics Performance of Junior High School Students". International Electronic Journal of Mathematics Education, vol. 15, no. 1, 2020, em0556. https://doi.org/10.29333/iejme/5938