The current study explored the relationships between three components of gender identity, peer support, math anxiety, and math outcomes in a sample of middle school students (N = 295). Separate path analyses were conducted for girls and boys. For boys, gender contentedness was related to higher math grades through a reduction in evaluation math anxiety. For girls, felt pressure was related to a reduction in self reported math grades through an increase in learning math anxiety. In addition, peer support in math was associated with lower learning math anxiety and higher math grades for girls, whereas peer support in math was not associated with math anxiety or math outcomes for boys. Implications for future research and education interventions are discussed.

中文翻译：

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性别认同、同伴支持和数学焦虑在中学数学成绩中的作用

本研究探讨了中学生样本（N  = 295）中性别认同、同伴支持、数学焦虑和数学成绩三个组成部分之间的关​​系。对女孩和男孩进行了单独的路径分析。对于男孩来说，通过减少评估数学焦虑，性别满足感与更高的数学成绩有关。对于女孩来说，感到压力与学习数学焦虑的增加导致自我报告的数学成绩下降有关。此外，数学方面的同伴支持与女孩较低的数学学习焦虑和较高的数学成绩有关，而数学方面的同伴支持与男孩的数学焦虑或数学成绩无关。讨论了对未来研究和教育干预的影响。