Professional Documents
Culture Documents
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice-Hall.
Belhu, H.S.(2017). Factors Affecting Learning Mathematics in the Case Assosa University
Collage of Natural Science. International Journal of Education, Culture and Society. Vol.
2, No. 1, 2017, pp. 6-12. Retrieved January 22, 2022, from
http://article.ijoecs.com/html/10.11648.j.ijecs.20170201.12.html
Cvencek et al. (2021). Development of Math Attitudes and Math Self-Concepts: Gender
Differences, Implicit–Explicit Dissociations, and Relations to Math Achievement.
Society for Research in Child Development 0009-3920/2021/9205-0015 DOI:
10.1111/cdev.13523
Dodongan, E. & Casocot, N. (2022). Math Anxiety, Learning Engagement and Perceived
Usefulness of Technology as Predictors to Mathematics Performance of Students. UIJRT
| United International Journal for Research & Technology | Volume 03, Issue 04, 2022 |
ISSN: 2582-6832Mamolo & Sugano, Cogent Education (2020), 7: 1779505
https://doi.org/10.1080/2331186X.2020.1779505
Hughes et al. (2011) 'Perceived Competence: A Common Core for Self-Efficacy and Self-
Concept?', Journal of Personality Assessment, 93: 3, 278 — 289 DOI:
10.1080/00223891.2011.559390
Khun-Inkeeree, H., Omar-Fauzee, M. S., & Othman, M. K. H. (2017). The Effect of Students
Confidence Level toward Mathematics Performance among Southern Thailand Primary
School Children. International Journal of Academic Research in Progressive Education
and Development, 6(2), 23–37.
Kumar et al. (2021). Defining And Measuring Academic Performance of Hei Students-A Critical
Review. Turkish Journal of Computer and Mathematics Education 3091 Vol.12 No.6
(2021), 3091-3105
Rozgonjuk et al. (2020). Mathematics anxiety among STEM and social sciences students: the
roles of mathematics self-efficacy, and deep and surface approach to learning. IJ STEM
Ed 7, 46. https://doi.org/10.1186/s40594-020-00246-z
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. American Psychologist, 55(1), 68.
Shen, C. & Talavera, O. (2003). The Effects of Self-perception on Students’
Mathematics and Science Achievement in 38 Countries Based on TIMSS 1999 Data.
Department of Economics, Academic Technology Services
Flores, I. (2021). Self-Efficacy and Mathematics Performance of Students’ in the New Normal in
Education. World Journal of Educational Research ISSN 2333-5998 Vol 8, No.1
http://dx.doi.org/10.22158/wjer.v8n1p69
Jameel, H. & Ali, H. (2016). Causes of Poor Performance in Mathematics from the Perspective
of Students, Teachers and Parents. American Scientific Research Journal for
Engineering, Technology, and Sciences (ASRJETS) Volume 15, No 1, pp 122-136
Son, A.L., Darhim, & Fatimah, S. (2020). Students’ Mathematical Problem-Solving Ability
based on Teaching Models Intervention and Cognitive Style. Journal on Mathematics
Education, 11(2), 209-222. http://doi.org/10.22342/jme.11.2.10744.209-222.
Rodríguez, S.; Estévez, I.; Piñeiro, I.; Valle, A.; Vieites, T.; Regueiro, B. Perceived Competence
and Intrinsic Motivation in Mathematics: Exploring Latent Profiles. Sustainability 2021,
13, 8707.
https://doi.org/10.3390/su13168707
Wang et al.(2017). Latent profile analysis of students’ motivation and outcomes in mathematics:
an organismic integration theory perspective. Heliyon 3 e00308
http://dx.doi.org/10.1016/j.heliyon.2017.e00308
Zheng, J.(2022). High School Students’ Math and Science Motivation Profiles: Stability and
Relationship With Their Stem Career Aspirations
Blotnicky, K. A., Franz-Odendaal, T., French, F., & Joy, P. (2018). A study of the correlation
between STEM career knowledge, mathematics self-efficacy, career interests, and career
activities on the likelihood of pursuing a STEM career among middle school students.
International journal of STEM education, 5(1), 1-15. https://doi.org/10.1186/s40594-018-
0118-3
Collins, M. A., Totino, J., Hartry, A., Romero, V. F., Pedroso, R., & Nava, R. (2020). Service-
Learning as a lever to support STEM engagement for underrepresented youth. Journal of
Experiential Education, 43(1), 55-70. https://doi.org/10.1177/1053825919887407
Dang, M., & Nylund-Gibson, K. (2017). Connecting math attitudes with STEM career
attainment: A latent class analysis approach. Teachers College Record, 119(6), 1- 38.
https://doi.org/10.1177/016146811711900602
Fong, C. J., Kremer, K. P., Cox, C. H. T., & Lawson, C. A. (2021). Expectancy-value profiles in
math and science: A person-centered approach to cross-domain motivation with academic
and STEM-related outcomes. Contemporary Educational Psychology, 65, 101962.
https://doi.org/10.1016/j.cedpsych.2021.101962
Garriott, P. O., Hultgren, K. M., & Frazier, J. (2017). STEM stereotypes and high school
students’ math/science career goals. Journal of Career Assessment, 25(4), 585- 600.
https://doi.org/10.1177/1069072716665825
Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during
adolescence: An accelerated longitudinal cohort analysis on the effect of
psychological need satisfaction. Educational Psychology, 36(9), 1691-1705.
https://doi.org/10.1080/01443410.2015.1113236
Gillet, N., Morin, A. J., & Reeve, J. (2017). Stability, change, and implications of
students’ motivation profiles: A latent transition analysis. Contemporary
Educational Psychology, 51, 222-239.
https://doi.org/10.1016/j.cedpsych.2017.08.006
Gremillion, S., Zingales, S., Baird, W., Hunter, N., Durden, A., & Hessinger, S. (2019). The
current state of high school female and minority self-efficacy and interest in stem in
chatham county, Georgia. Georgia Educational Researcher, 16(2), n2.
Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy- value in
mathematics, gender and socioeconomic background as predictors of achievement and
aspirations: A multi-cohort study. Learning and individual differences, 37, 161-168.
https://doi.org/10.1016/j.lindif.2015.01.008
Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math
requires innate ability predicts lower intrinsic motivation among low-achieving students.
Learning and Instruction, 65, 101220.
https://doi.org/10.1016/j.learninstruc.2019.101220
Jiang, S., Simpkins, S. D., & Eccles, J. S. (2020). Individuals’ math and science
motivation and their subsequent STEM choices and achievement in high school and
college: A longitudinal study of gender and college generation status differences.
Developmental Psychology, 56(11), 2137–2151.
https://doi.org/10.1037/dev0001110
Luo, T., So, W. W. M., Wan, Z. H., & Li, W. C. (2021). STEM stereotypes predict
students’ STEM career interest via self-efficacy and outcome
expectations. International Journal of STEM Education, 8(1), 1-13.
https://doi.org/10.1186/s40594-021-00295-y
Mau, W. C. J., & Li, J. (2018). Factors influencing STEM career aspirations of
underrepresented high school students. The Career Development
Quarterly, 66(3), 246-258. https://doi.org/10.1002/cdq.12146
Ng, B. L., Liu, W. C., & Wang, J. C. (2016). Student motivation and learning in
mathematics and science: A cluster analysis. International Journal of Science and
Mathematics Education, 14(7), 1359-1376.
https://doi.org/10.1007/s10763-015-9654-1
Wiebe, E., Unfried, A., & Faber, M. (2018). The relationship of STEM attitudes and
career interest. EURASIA Journal of Mathematics, Science and Technology
Education, 14(10). https://doi.org/10.29333/ejmste/92286.