Gender Differences in Multidimensional Mathematics Attitudes Among Junior Secondary Students: A Cross-Sectional Survey in the Indonesian Context

Talenta Valentina Christi; Hendra Kartika; Ramlah Ramlah

doi:10.31949/dm.v8i1.17482

Authors

Talenta Valentina Christi Universitas Singaperbangsa Karawang, Indonesia
Hendra Kartika Universitas Singaperbangsa Karawang, Indonesia
Ramlah Ramlah Universitas Singaperbangsa Karawang, Indonesia

DOI:

https://doi.org/10.31949/dm.v8i1.17482

Abstract

Mathematics attitudes play a critical role in shaping students’ engagement, achievement, and long-term participation in STEM-related pathways. This study aimed to examine gender differences across four dimensions of mathematics attitudes—self-perceptions, value of mathematics, enjoyment, and perceived mathematics achievement—among junior secondary students in Indonesia. A quantitative cross-sectional survey design was employed involving 60 seventh-grade students (30 male and 30 female) selected through convenience sampling. Data were collected using an adapted version of the Attitudes Toward Mathematics Scale for Indonesian Students (ATMSE), comprising 26 items measured on a four-point Likert scale. Descriptive statistics based on median values were used to analyze gender-based patterns across dimensions. The findings indicate that both male and female students exhibit moderate, but not strongly positive, attitudes toward mathematics. Self-perceptions and enjoyment were generally situational and cautious, while perceived achievement emerged as the weakest dimension, with consistently low-to-moderate median scores across genders. Gender differences were minimal and largely descriptive rather than substantial, suggesting convergent attitudinal tendencies within this context. The results highlight a potential discrepancy between students’ classroom participation and the internalization of a confident mathematics identity. Strengthening students’ academic self-concept, reinforcing authentic recognition of achievement, and connecting mathematical learning to meaningful future pathways are recommended as strategic directions for pedagogical intervention. Future research employing inferential and longitudinal designs is needed to examine how these attitudinal profiles evolve and influence sustained engagement in mathematics and STEM trajectories

Keywords:

Mathematics attitudes, Gender differences, Secondary education, STEM engagement;

Downloads

Download data is not yet available.

References

Agustina, T. R., Kismiantini, K., & Radite, R. (2024). The effect of mathematical problem-solving ability and mathematics self-concept on learning achievement. Jurnal Riset Pendidikan Matematika, 11(1), 27–40. https://doi.org/10.21831/jrpm.v11i1.73046

Akin, V., Santillan, S. T., & Valentino, L. (2024). Strengthening the STEM pipeline for women: An interdisciplinary model for improving math identity. PRIMUS, 34(5), 452–475. https://doi.org/10.1080/10511970.2022.2032506

Alemany-Arrebola, I., Ortiz-Gómez, M. D. M., Lizarte-Simón, E. J., et al. (2025). The attitudes towards mathematics: Analysis in a multicultural context. Humanities & Social Sciences Communications, 12, Article 254. https://doi.org/10.1057/s41599-025-04548-x

Amjad, A. I., Habib, M., Tabbasam, U., Alvi, G. F., Taseer, N. A., & Noreen, I. (2023). The impact of brain-based learning on students’ intrinsic motivation to learn and perform in mathematics: A neuroscientific study in school psychology. International Electronic Journal of Elementary Education, 16(1), 111–122. https://iejee.com/index.php/IEJEE/article/view/2076

Andersen, I. G., & Smith, E. (2024). Gender differences in math and science academic self-concepts and the association with female climate in 8th grade classrooms. The Journal of Early Adolescence, 44(5), 545–578. https://doi.org/10.1177/02724316231188682

Aquilina, G., Di Martino, P., & Lisarelli, G. (2025). The construct of attitude in mathematics education research: Current trends and new research challenges from a systematic literature review. ZDM–Mathematics Education, 57, 569–581. https://doi.org/10.1007/s11858-024-01642-3

Arifin, Z. A. I., & Kismiantini. (2023). Gender differences in mathematics anxiety and relation to mathematics achievement of Indonesian students. In AIP Conference Proceedings (Vol. 2556, No. 1, Article 050017). AIP Publishing. https://doi.org/10.1063/5.0110256

Awado, T. M., Abalos, T. J., Pelago, H. R., et al. (2024). Impact of teaching style on perceived mathematics achievement of elementary education preservice teachers: The mediating roles of attitude and math self-concept. Discover Education, 3, Article 287. https://doi.org/10.1007/s44217-024-00388-0

Awofala, A. O. A. (2023). Examining sources of mathematics self-efficacy beliefs of senior secondary school students. ASEAN Journal of Science and Engineering Education, 3(3), 229–244. https://doi.org/10.17509/ajsee.v3i3.50347

Balducci, M. (2023). Linking gender differences with gender equality: A systematic-narrative literature review of basic skills and personality. Frontiers in Psychology, 14, Article 1105234. https://doi.org/10.3389/fpsyg.2023.1105234

Bendol, R. L., & Dalayap Jr, R. H. (2025). Students’ confidence in mathematics: A comprehensive literature review. Indonesian Journal of Multidisciplinary Research, 5(1), 187–196. https://doi.org/10.17509/ijomr.v5i1.82065

Bottia, M. C., Jamil, C., Stearns, E., & Mickelson, R. A. (2022). Socioeconomic differences in North Carolina college students’ pathways into STEM. Teachers College Record, 124(1), 30–61. https://doi.org/10.1177/01614681221086105

Brakhage, H., Gröschner, A., Gläser-Zikuda, M., et al. (2023). Fostering students’ situational interest in physics: Results from a classroom-based intervention study. Research in Science Education, 53, 993–1008. https://doi.org/10.1007/s11165-023-10120-x

Ding, Y., Klapp, A., & Yang Hansen, K. (2024). The importance of mathematics self-concept and self-efficacy for mathematics achievement: A comparison between public and independent schools in Sweden. Educational Psychology, 44(8), 872–892. https://doi.org/10.1080/01443410.2024.2410217

Dowker, A., & Sheridan, H. (2022). Relationships between mathematics performance and attitude to mathematics: Influences of gender, test anxiety, and working memory. Frontiers in Psychology, 13, Article 814992. https://doi.org/10.3389/fpsyg.2022.814992

Edwards, D., Buckley, S., Chiavaroli, N., Rothman, S., & McMillan, J. (2023). The STEM pipeline: Pathways and influences on participation and achievement of equity groups. Journal of Higher Education Policy and Management, 45(2), 206–222. https://doi.org/10.1080/1360080X.2023.2180169

Eniego, A. A., De Jesus, A. B., & Magat, M. E. R. (2025). Sampling techniques. In P. R. Jain & U. S. Khan (Eds.), Introduction to public health and research. Springer. https://doi.org/10.1007/978-981-96-5154-2_4

Guichot-Reina, V., & De la Torre-Sierra, A. (2023). The representation of gender stereotypes in Spanish mathematics textbooks for elementary education. Sexuality & Culture, 27, 1481–1503. https://doi.org/10.1007/s12119-023-10075-1

Gumbi, N. M., Sibaya, D., & Chibisa, A. (2024). Exploring pre-service teachers’ perspectives on the integration of digital game-based learning for sustainable STEM education. Sustainability, 16(3), Article 1314. https://doi.org/10.3390/su16031314

Julius, E. (2022). The relationship between self-concept and problem-solving skills on students’ attitude towards solving algebraic problems. Contemporary Mathematics and Science Education, 3(2), Article ep22020. https://doi.org/10.30935/conmaths/12509

Kılıç, R., & Bölükbaş, F. A. (2025). Visualised scale of attitude towards mathematics: A validity and reliability study. European Journal of Education, 60(2), e70072. https://doi.org/10.1111/ejed.70072

Kirkham, J., & Chapman, E. (2022). Gender, achievement level and sociocultural factors in the mathematics course choices of Year 10 students in Western Australia. The Australian Educational Researcher, 49, 97–114. https://doi.org/10.1007/s13384-020-00425-5

Le, A. V., Bui, T. D., Tran, M. N., Phung, T. T. T., & Vu, V. L. (2023). Gender gap in mathematics achievement: Vietnamese students in American mathematics competitions. Issues in Educational Research, 33(1), 137–154. https://search.informit.org/doi/10.3316/informit.173387076774993

Lu, Y., Zhang, X., & Zhou, X. (2023). Assessing gender difference in mathematics achievement. School Psychology International, 44(5), 553–567. https://doi.org/10.1177/01430343221149689

Lv, J., Wang, K., Chen, F., & Bicer, A. (2025). A CAVE survey for measuring mathematics attitudes based on the characteristics of students in mainland China. Behavioral Sciences, 15(4), Article 412. https://doi.org/10.3390/bs15040412

Mayerhofer, M., Lüftenegger, M., & Eichmair, M. (2024). The development of mathematics expectancy-value profiles during the secondary–tertiary transition into STEM fields. International Journal of STEM Education, 11, Article 31. https://doi.org/10.1186/s40594-024-00491-6

McLure, F. I., Koul, R. B., & Fraser, B. J. (2022). Gender differences among students undertaking iSTEM projects in multidisciplinary vs unidisciplinary STEM classrooms in government vs nongovernment schools: Classroom emotional climate and attitudes. Learning Environments Research, 25, 917–937. https://doi.org/10.1007/s10984-021-09392-9

Mubarrak, K. R., Ihsan, H., & Wyandini, D. Z. (2022). Development of math efficacy scale for junior high school students in Indonesia. Jurnal Elemen, 8(1), 276–289. https://doi.org/10.29408/jel.v8i1.4522

Nie, S., Yuan, D., Li, C., et al. (2025). Convenience sampling of primary school students in Tianjin to evaluate the effectiveness of mobile-based virtual reality experimental learning in oral health education. BMC Oral Health, 25, Article 1689. https://doi.org/10.1186/s12903-025-07078-9

Özçakır, B., & Özdemir, D. (2022). Reliability and validity study of an augmented reality supported mathematics education attitude scale. International Journal of Human–Computer Interaction, 38(17), 1638–1650. https://doi.org/10.1080/10447318.2022.2092955

Pedersen, I. F., & Haavold, P. Ø. (2023). Students’ mathematical beliefs and motivation in the context of inquiry-based mathematics teaching. International Journal of Mathematical Education in Science and Technology, 54(8), 1649–1663. https://doi.org/10.1080/0020739X.2023.2189171

Rahe, M., & Quaiser-Pohl, C. (2023). Can (perceived) mental-rotation performance mediate gender differences in math anxiety in adolescents and young adults? Mathematics Education Research Journal, 35, 255–279. https://doi.org/10.1007/s13394-021-00387-6

Retanal, F., & Maloney, E. A. (2026). Individual, interpersonal and sociocultural contributors to maths anxiety in children. Nature Reviews Psychology, 5, 93–104. https://doi.org/10.1038/s44159-025-00519-w

Robinson, J. (2023). Likert scale. In F. Maggino (Ed.), Encyclopedia of quality of life and well-being research. Springer. https://doi.org/10.1007/978-3-031-17299-1_1654

Rossi, S., Xenidou-Dervou, I., Simsek, E., Artemenko, C., Daroczy, G., Nuerk, H. C., & Cipora, K. (2022). Mathematics–gender stereotype endorsement influences mathematics anxiety, self-concept, and performance differently in men and women. Annals of the New York Academy of Sciences, 1513(1), 121–139. https://doi.org/10.1111/nyas.14779

Street, K. E. S., Malmberg, L. E., & Schukajlow, S. (2024). Students’ mathematics self-efficacy: A scoping review. ZDM–Mathematics Education, 56, 265–280. https://doi.org/10.1007/s11858-024-01548-0

Suherman, S., & Vidákovich, T. (2022). Adaptation and validation of students’ attitudes toward mathematics in Indonesia. Pedagogika, 147(3), 227–252. https://www.ceeol.com/search/article-detail?id=1102748

Szczygieł, M. (2023). The psychometric properties of the mathematics attitude scale for adults (MASA). Current Psychology, 42, 18447–18458. https://doi.org/10.1007/s12144-022-02980-9

Tak, C. C., Zulnaidi, H., & Eu, L. K. (2025). Mediating role of metacognitive awareness between attitude and mathematics reasoning in pre-service teachers. European Journal of Science and Mathematics Education, 13(2), 90–102. https://doi.org/10.30935/scimath/16116

Telaumbanua, Y. N., Syahputra, E., & Surya, E. (2024). Students’ metacognitive awareness in mathematics learning. Academy of Education Journal, 15(1), 1047–1055. https://doi.org/10.47200/aoej.v15i1.2359

Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2022). Secondary school students’ attitude towards mathematics word problems. Humanities & Social Sciences Communications, 9, Article 444. https://doi.org/10.1057/s41599-022-01449-1

Wang, L., Peng, F., & Song, N. (2022). The impact of students’ mathematical attitudes on intentions, behavioral engagement, and mathematical performance in China’s context. Frontiers in Psychology, 13, Article 1037853. https://doi.org/10.3389/fpsyg.2022.1037853

Wang, R., Yin, Y., Zhang, H., et al. (2023). Risk factors associated with the prevalence of neck and shoulder pain among high school students: A cross-sectional survey in China. BMC Musculoskeletal Disorders, 24, Article 641. https://doi.org/10.1186/s12891-023-06656-8

Wen, R., & Dubé, A. K. (2022). A systematic review of secondary students’ attitudes towards mathematics and its relations with mathematics achievement. Journal of Numerical Cognition, 8(2), 295–325. https://doi.org/10.5964/jnc.7937

Zhu, Y., & Kaiser, G. (2022). Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: A secondary analysis of Shanghai data from the international video study Global Teaching InSights. ZDM–Mathematics Education, 54, 581–593. https://doi.org/10.1007/s11858-022-01343-9