When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student

##plugins.themes.bootstrap3.article.sidebar##

PDF
Published: May 14, 2024
DOI: https://doi.org/10.22460/infinity.v13i2.p413-440
Keywords:
Mathematical well-being Mathematics anxiety Minority family Religion

##plugins.themes.bootstrap3.article.main##

Ahmad Muhammad Diponegoro
Universitas Ahmad Dahlan, Indonesia
https://orcid.org/0009-0007-0284-3086
Ibrahim Alhussain Khalil
University of Bisha, Saudi Arabia
https://orcid.org/0000-0002-3103-7549
Rully Charitas Indra Prahmana
Universitas Ahmad Dahlan, Indonesia
https://orcid.org/0000-0002-9406-689X

Abstract

The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.

##plugins.themes.bootstrap3.article.details##

Issue
Vol. 13 No. 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.

References

Al-Daffa', A. A. (1977). The muslim contribution to mathematics (1st ed.). Routledge. https://doi.org/10.4324/9781003074793

Al-Kufi, M. A. H. J., & Al-Salihi, H. A. (2022). Mathematics at Ali bin Abi Talib (peace be upon him)-part two (religious denar)-Mathematical encryption language of Ali bin Abi Talib in solving problems mathematical, philosophical, and historical study. Tasnim International Journal for Human, Social and Legal Sciences, 1(3), 289-310.

Amarnani, R. K., Restubog, S. L. D., Bordia, P., & Bordia, S. (2021). Savvy investments or formative endowments? Disentangling causal direction in the association between parental support and self-efficacy in STEM university students. Journal of Counseling Psychology, 68(6), 719-729. https://doi.org/10.1037/cou0000566

Antony-Newman, M. (2019). Parental involvement of immigrant parents: a meta-synthesis. Educational Review, 71(3), 362-381. https://doi.org/10.1080/00131911.2017.1423278

Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological bulletin, 147(2), 134-168. https://doi.org/10.1037/bul0000307

Bertran Tarrés, M., Ponferrada-Arteaga, M., & Pàmies Rovira, J. (2016). Gender, family negotiations and academic success of young Moroccan women in Spain. Race Ethnicity and Education, 19(1), 161-181. https://doi.org/10.1080/13613324.2014.946486

Birtel, M. D., Wood, L., & Kempa, N. J. (2017). Stigma and social support in substance abuse: Implications for mental health and well-being. Psychiatry Research, 252, 1-8. https://doi.org/10.1016/j.psychres.2017.01.097

Brooks, A. W. (2014). Get excited: Reappraising pre-performance anxiety as excitement. Journal of Experimental Psychology: General, 143(3), 1144-1158. https://doi.org/10.1037/a0035325

Bruneau, E., Jacoby, N., Kteily, N., & Saxe, R. (2018). Denying humanity: The distinct neural correlates of blatant dehumanization. Journal of Experimental Psychology: General, 147(7), 1078-1093. https://doi.org/10.1037/xge0000417

Brüß, J. (2008). Experiences of discrimination reported by Turkish, Moroccan and Bangladeshi muslims in three european cities. Journal of Ethnic and Migration Studies, 34(6), 875-894. https://doi.org/10.1080/13691830802211166

Bücker, S., Nuraydin, S., Simonsmeier, B. A., Schneider, M., & Luhmann, M. (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83-94. https://doi.org/10.1016/j.jrp.2018.02.007

Butler-Barnes, S. T., Cheeks, B., Barnes, D. L., & Ibrahim, H. (2021). STEM pipeline: Mathematics beliefs, attitudes, and opportunities of racial/ethnic minority girls. Journal for STEM Education Research, 4(3), 301-328. https://doi.org/10.1007/s41979-021-00059-x

Cai, J. (2003). Investigating parental roles in students’ learning of mathematics from a cross-national perspective. Mathematics Education Research Journal, 15(2), 87-106. https://doi.org/10.1007/BF03217372

Cargnelutti, E., Tomasetto, C., & Passolunghi, M. C. (2017). How is anxiety related to math performance in young students? A longitudinal study of grade 2 to grade 3 children. Cognition and Emotion, 31(4), 755-764. https://doi.org/10.1080/02699931.2016.1147421

Casad, B. J., Hale, P., & Wachs, F. L. (2015). Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes. Frontiers in psychology, 6, 158682. https://doi.org/10.3389/fpsyg.2015.01597

Chamizo-Nieto, M. T., Rey, L., & Pellitteri, J. (2020). Gratitude and emotional intelligence as protective factors against cyber-aggression: Analysis of a mediation model. International Journal of Environmental Research and Public Health, 17(12), 4475. https://doi.org/10.3390/ijerph17124475

Cheng, Y.-Y. (2017). Editorial. Educational Psychology, 37(4), 399-401. https://doi.org/10.1080/01443410.2017.1304644

Civitillo, S., Mayer, A.-M., & Jugert, P. (2023). A systematic review and meta-analysis of the associations between perceived teacher-based racial–ethnic discrimination and student well-being and academic outcomes. Journal of educational psychology, 1-23. https://doi.org/10.1037/edu0000818

Cobb, C. L., Branscombe, N. R., Meca, A., Schwartz, S. J., Xie, D., Zea, M. C., Molina, L. E., & Martinez, C. R. (2019). Toward a positive psychology of immigrants. Perspectives on Psychological Science, 14(4), 619-632. https://doi.org/10.1177/1745691619825848

Csikszentmihalyi, M. (2014). Toward a psychology of optimal experience. In Flow and the foundations of positive psychology (pp. 209-226). Springer Netherlands. https://doi.org/10.1007/978-94-017-9088-8_14

Csikszentmihalyi, M., & Larson, R. (2014). Validity and reliability of the experience-sampling method. In Flow and the foundations of positive psychology (pp. 35-54). Springer Netherlands. https://doi.org/10.1007/978-94-017-9088-8_3

D’hondt, F., Van Praag, L., Van Houtte, M., & Stevens, P. A. J. (2016). The attitude–achievement paradox in Belgium:An examination of school attitudes of ethnic minority students. Acta Sociologica, 59(3), 215-231. https://doi.org/10.1177/0001699316636944

Diponegoro, A. M., & Mujidin, M. (2018). Coping with Negative Attitude Toward Muslims in The Netherlands and Germany: The Role of Religious Moral Values among Indonesian Migrants. In 3rd ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2017). https://doi.org/10.2991/acpch-17.2018.1

Donohue, D. K., & Bornman, J. (2021). Academic well-being in higher education: A cross-country analysis of the relationship between perceptions of instruction and academic well-being. Frontiers in psychology, 12, 766307. https://doi.org/10.3389/fpsyg.2021.766307

Fägerstam, E., & Grothérus, A. (2018). Secondary school students' experience of outdoor learning: A Swedish case study. Education, 138(4), 378-392.

Fauzan, A., Plomp, T., & Gravemeijer, K. P. E. (2013). The development of an RME-based geometrycourse for Indonesian primary schools. In T. Plomp & N. Nieveen (Eds.), Educational design research-Part B. Illustrative cases (pp. 159-178). SLO: Netherlands institute for curriculum development.

Fiskerstrand, A. (2022). Literature review – Parent involvement and mathematic outcome. Educational Research Review, 37, 100458. https://doi.org/10.1016/j.edurev.2022.100458

Freudenthal, H. (2006). Revisiting mathematics education: China lectures (Vol. 9). Springer Science & Business Media. https://doi.org/10.1007/0-306-47202-3

Gravemeijer, K. (1994). Educational development and developmental research in mathematics education. Journal for Research in Mathematics Education JRME, 25(5), 443-471. https://doi.org/10.5951/jresematheduc.25.5.0443

Gravemeijer, K. (1999). How emergent models may foster the constitution of formal mathematics. Mathematical thinking and learning, 1(2), 155-177. https://doi.org/10.1207/s15327833mtl0102_4

Hajisoteriou, C., & Angelides, P. (2016). Promoting immigrant parental involvement in culturally-diverse schools through a multiple perspectives approach. International Journal of Pedagogies and Learning, 11(2), 145-162. https://doi.org/10.1080/22040552.2016.1227254

Hartley, B. L., & Sutton, R. M. (2013). A stereotype threat account of boys' academic underachievement. Child development, 84(5), 1716-1733. https://doi.org/10.1111/cdev.12079

Hildebrand, L., & Cordes, S. (2024). Children underperform following “math” but not “spatial” task framing. Developmental Psychology, 60(2), 389-405. https://doi.org/10.1037/dev0001603

Hilgeman, M. M., Allen, R. S., DeCoster, J., & Burgio, L. D. (2007). Positive aspects of caregiving as a moderator of treatment outcome over 12 months. Psychology and Aging, 22(2), 361-371. https://doi.org/10.1037/0882-7974.22.2.361

Hodaňová, J., & Nocar, D. (2016). Mathematics importance in our life. In INTED2016 Proceedings. https://doi.org/10.21125/inted.2016.0172

Houri, A. K., & Sullivan, A. L. (2019). Relations of social-emotional functioning and kindergarten academic achievement in children of immigrants. Psychology in the Schools, 56(9), 1413-1433. https://doi.org/10.1002/pits.22281

Jabar, M. A. (2021). Qualitative inquiry on parental involvement in children’s education: perspectives of parents, children, and teachers in select elementary schools in the Philippines. Asia Pacific Journal of Education, 41(3), 488-502. https://doi.org/10.1080/02188791.2020.1806035

Jung, E., & Zhang, Y. (2016). Parental involvement, children's aspirations, and achievement in new immigrant families. The Journal of Educational Research, 109(4), 333-350. https://doi.org/10.1080/00220671.2014.959112

Keum, B. T. H., & Cano, M. Á. (2021). Online racism, psychological distress, and alcohol use among racial minority women and men: A multi-group mediation analysis. American Journal of Orthopsychiatry, 91(4), 524-530. https://doi.org/10.1037/ort0000553

Koestner, R., Powers, T. A., Holding, A., Hope, N., & Milyavskaya, M. (2020). The relation of parental support of emerging adults’ goals to well-being over time: The mediating roles of goal progress and autonomy need satisfaction. Motivation Science, 6(4), 374-385. https://doi.org/10.1037/mot0000169

Kong, S.-C., & Wang, Y.-Q. (2021). The influence of parental support and perceived usefulness on students' learning motivation and flow experience in visual programming: Investigation from a parent perspective. British Journal of Educational Technology, 52(4), 1749-1770. https://doi.org/10.1111/bjet.13071

Kusno, K., Marsigit, M., & Mohd Yaakob, M. F. (2020). Integration of islamic spiritual values with mathematics teaching. International Journal of Advanced Science and Technology, 29(4S), 2111-2119.

Lamprianou, I., & Boyle, B. (2004). Accuracy of measurement in the context of mathematics national curriculum tests in England for ethnic minority pupils and pupils who speak English as an additional language. Journal of Educational Measurement, 41(3), 239-259. https://doi.org/10.1111/j.1745-3984.2004.tb01164.x

Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2017). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569-578. https://doi.org/10.12973/ejmste/76959

Li, Z.-X., Liu, Y., & Ernst, R. (2023). A dynamic 2000—540 Ma Earth history: From cratonic amalgamation to the age of supercontinent cycle. Earth-Science Reviews, 238, 104336. https://doi.org/10.1016/j.earscirev.2023.104336

Lin, C.-Y., & Tsang, H. W. H. (2020). Stigma, health and well-being. International Journal of Environmental Research and Public Health, 17(20), 7615. https://doi.org/10.3390/ijerph17207615

Lindskog, M., Winman, A., & Poom, L. (2017). Individual differences in nonverbal number skills predict math anxiety. Cognition, 159, 156-162. https://doi.org/10.1016/j.cognition.2016.11.014

Lorenzen, J. K. (2017). The effect of instructional strategies on math anxiety and achievement: A mixed methods study of preservice elementary teachers. The University of Southern Mississippi. Retrieved from https://aquila.usm.edu/dissertations/1441

Lubis, A. H., Dasopang, M. D., Ramadhini, F., & Dalimunthe, E. M. (2022). Augmented reality pictorial storybook: How does it influence on elementary school mathematics anxiety. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 12(1), 41-53. https://doi.org/10.25273/pe.v12i1.12393

Luttenberger, S., Wimmer, S., & Paechter, M. (2018). Spotlight on math anxiety. Psychology Research and Behavior Management, 11(null), 311-322. https://doi.org/10.2147/PRBM.S141421

Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771-801. https://doi.org/10.1007/s10648-015-9351-1

Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. Zdm, 51(6), 869-884. https://doi.org/10.1007/s11858-019-01100-5

Makarova, E., & Birman, D. (2015). Cultural transition and academic achievement of students from ethnic minority backgrounds: a content analysis of empirical research on acculturation. Educational Research, 57(3), 305-330. https://doi.org/10.1080/00131881.2015.1058099

Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480-1488. https://doi.org/10.1177/0956797615592630

Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128. https://doi.org/10.1080/14794802.2013.797744

Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in psychology, 8, 2069. https://doi.org/10.3389/fpsyg.2017.02069

Mazana, Y. M., Montero, C. S., & Casmir, R. O. (2019). Investigating students' attitude towards learning mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231. https://doi.org/10.29333/iejme/3997

McLear, C., Trentacosta, C. J., & Smith-Darden, J. (2016). Child self-regulation, parental secure base scripts, and at-risk kindergartners’ academic achievement. Early Education and Development, 27(4), 440-456. https://doi.org/10.1080/10409289.2016.1091972

Minarni, B. W., Retnawati, H., & Nugraheni, T. V. T. (2018). Mathematics teachers’ beliefs and its contribution toward teaching practice and student achievement. Journal of Physics: Conference Series, 1097(1), 012143. https://doi.org/10.1088/1742-6596/1097/1/012143

Neelofar, N., Rajoria, Y. K., Alsaraireh, I., & Boadh, R. (2022). The initial investigation of mathematical anxiety & phobia: It’s solution in middle school students. Journal of Positive School Psychology, 6(6), 8323-8328.

Nelson, T. D., & Olson, M. A. (2023). The psychology of prejudice. Guilford Publications.

Netemeyer, R. G., Warmath, D., Fernandes, D., & Lynch Jr, J. G. (2018). How am I doing? Perceived financial well-being, its potential antecedents, and its relation to overall well-being. Journal of Consumer Research, 45(1), 68-89. https://doi.org/10.1093/jcr/ucx109

Parhiala, P., Torppa, M., Vasalampi, K., Eklund, K., Poikkeus, A.-M., & Aro, T. (2018). Profiles of school motivation and emotional well-being among adolescents: Associations with math and reading performance. Learning and Individual Differences, 61, 196-204. https://doi.org/10.1016/j.lindif.2017.12.003

Park, D., Gunderson, E. A., Maloney, E. A., Tsukayama, E., Beilock, S. L., Duckworth, A. L., & Levine, S. C. (2023). Parental intrusive homework support and math achievement: Does the child’s mindset matter? Developmental Psychology, 59(7), 1249-1267. https://doi.org/10.1037/dev0001522

Phillipson, S. (2010). Parental role in relation to students' cognitive ability towards academic achievement in Hong Kong. Asia-Pacific Education Researcher, 19(2), 229-250.

Picho, K., & Schmader, T. (2018). When do gender stereotypes impair math performance? A study of stereotype threat among Ugandan adolescents. Sex Roles, 78(3), 295-306. https://doi.org/10.1007/s11199-017-0780-9

Prahmana, R. C. I. (2022). Ethno-realistic mathematics education: The promising learning approach in the city of culture. SN Social Sciences, 2(12), 257. https://doi.org/10.1007/s43545-022-00571-w

Prahmana, R. C. I., Sutanti, T., & Diponegoro, A. M. (2021). Mathematics anxiety and the influencing factors among junior high school students in Yogyakarta, Indonesia. Croatian Journal of Educational, 23(2), 343-369. https://doi.org/10.15516/cje.v23i2.3890

Prahmana, R. C. I., Sutanti, T., Wibawa, A. P., & Diponegoro, A. M. (2019). Mathematical anxiety among engineering students. Infinity Journal, 8(2), 179-188. https://doi.org/10.22460/infinity.v8i2.p179-188

Rabiner, D. L., Murray, D. W., Schmid, L., & Malone, P. S. (2004). An exploration of the relationship between ethnicity, attention problems, and academic achievement. School Psychology Review, 33(4), 498-509. https://doi.org/10.1080/02796015.2004.12086264

Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83-100. https://doi.org/10.1016/j.jecp.2015.07.014

Ramirez, G., Shaw, S. T., & Maloney, E. A. (2018). Math anxiety: Past research, promising interventions, and a new interpretation framework. Educational Psychologist, 53(3), 145-164. https://doi.org/10.1080/00461520.2018.1447384

Revina, S., & Leung, F. K. S. (2019). How the same flowers grow in different soils? The implementation of realistic mathematics education in Utrecht and Jakarta classrooms. International Journal of Science and Mathematics Education, 17(3), 565-589. https://doi.org/10.1007/s10763-018-9883-1

Riggle, E. D. B., Drabble, L. A., Bochicchio, L. A., Wootton, A. R., Veldhuis, C. B., Munroe, C., & Hughes, T. L. (2021). Experiences of the COVID-19 pandemic among African American, Latinx, and White sexual minority women: A descriptive phenomenological study. Psychology of Sexual Orientation and Gender Diversity, 8(2), 145-158. https://doi.org/10.1037/sgd0000510

Risdiyanti, I., & Prahmana, R. C. I. (2020). The learning trajectory of number pattern learning using "Barathayudha" war stories and Uno Stacko. Journal on Mathematics Education, 11(1), 157-166. https://doi.org/10.22342/jme.11.1.10225.157-166

Risdiyanti, I., Zulkardi, Z., Putri, R. I. I., Prahmana, R. C. I., & Nusantara, D. S. (2024). Ratio and proportion through realistic mathematics education and pendidikan matematika realistik Indonesia approach: A systematic literature review. Jurnal Elemen, 10(1), 158-180. https://doi.org/10.29408/jel.v10i1.24445

Sabato, H., & Kogut, T. (2020). The development of prosociality among Christian Arab children in Israel: The role of children’s household religiosity and of the recipient’s neediness. Developmental Psychology, 56(8), 1509-1517. https://doi.org/10.1037/dev0000914

Schmader, T., & Hall, W. M. (2014). Stereotype threat in school and at work: Putting science into practice. Policy Insights from the Behavioral and Brain Sciences, 1(1), 30-37. https://doi.org/10.1177/2372732214548861

Schoenfeld, A. H. (2022). Why are learning and teaching mathematics so difficult? In M. Danesi (Ed.), Handbook of cognitive mathematics (pp. 1-35). Springer International Publishing. https://doi.org/10.1007/978-3-030-44982-7_10-1

Sheikh, J., Allotey, J., Kew, T., Fernández-Félix, B. M., Zamora, J., Khalil, A., Thangaratinam, S., Abdollahain, M., Savitri, A. I., Salvesen, K. Å., Bhattacharya, S., Uiterwaal, C. S. P. M., Staff, A. C., Andersen, L. B., Olive, E. L., Daskalakis, G., Macleod, M., Thilaganathan, B., Ramírez, J. A., . . . van Gelder, M. (2022). Effects of race and ethnicity on perinatal outcomes in high-income and upper-middle-income countries: an individual participant data meta-analysis of 2 198 655 pregnancies. The Lancet, 400(10368), 2049-2062. https://doi.org/10.1016/S0140-6736(22)01191-6

Skowron, E. A. (2004). Differentiation of self, personal adjustment, problem solving, and ethnic group belonging among persons of color. Journal of Counseling & Development, 82(4), 447-456. https://doi.org/10.1002/j.1556-6678.2004.tb00333.x

Soni, A., & Kumari, S. (2017). The role of parental math anxiety and math attitude in their children’s math achievement. International Journal of Science and Mathematics Education, 15(2), 331-347. https://doi.org/10.1007/s10763-015-9687-5

Spencer, S. J., Logel, C., & Davies, P. G. (2016). Stereotype threat. Annual Review of Psychology, 67, 415-437. https://doi.org/10.1146/annurev-psych-073115-103235

Szczygieł, M. (2020). When does math anxiety in parents and teachers predict math anxiety and math achievement in elementary school children? The role of gender and grade year. Social Psychology of Education, 23(4), 1023-1054. https://doi.org/10.1007/s11218-020-09570-2

Szczygieł, M., Szűcs, D., & Toffalini, E. (2024). Math anxiety and math achievement in primary school children: Longitudinal relationship and predictors. Learning and Instruction, 92, 101906. https://doi.org/10.1016/j.learninstruc.2024.101906

Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2017). Mathematics instruction, problems, challenges and opportunities: A case study in Manokwari Regency, Indonesia. World Transactions on Engineering and Technology Education, 15(3), 287-291.

Trieu, Q., & Jayakody, R. (2019). Ethnic minority educational success: Understanding accomplishments in challenging settings. Social Indicators Research, 145(2), 663-701. https://doi.org/10.1007/s11205-018-1900-9

Uyen, B. P., Tong, D. H., Loc, N. P., & Thanh, L. N. P. (2021). The effectiveness of applying realistic mathematics education approach in teaching statistics in grade 7 to students' mathematical skills. Journal of Education and e-Learning Research, 8(2), 185-197. https://doi.org/10.20448/journal.509.2021.82.185.197

Vázquez-Flores, E., López-Rodríguez, L., Navas, M., & Boughaba, F. (2023). Getting closer to the minority culture: Experimental evidence of cultural enrichment to increase attributions of morality and majority adoption of Moroccan cultural patterns. International Journal of Intercultural Relations, 96, 101864. https://doi.org/10.1016/j.ijintrel.2023.101864

Vukovic, R. K., Roberts, S. O., & Green Wright, L. (2013). From parental involvement to children's mathematical performance: The role of mathematics anxiety. Early Education and Development, 24(4), 446-467. https://doi.org/10.1080/10409289.2012.693430

Wagner, L., Holenstein, M., Wepf, H., & Ruch, W. (2020). Character strengths are related to students’ achievement, flow experiences, and enjoyment in teacher-centered learning, individual, and group work beyond cognitive ability. Frontiers in psychology, 11, 509190. https://doi.org/10.3389/fpsyg.2020.01324

Weinberger, A. H., Gbedemah, M., Martinez, A. M., Nash, D., Galea, S., & Goodwin, R. D. (2018). Trends in depression prevalence in the USA from 2005 to 2015: widening disparities in vulnerable groups. Psychological Medicine, 48(8), 1308-1315. https://doi.org/10.1017/S0033291717002781

Wen, F., Zuo, B., Wu, Y., Dong, X., & Wang, W. (2016). Reducing the effect of stereotype threat: the role of coaction contexts and regulatory fit. Social Psychology of Education, 19(3), 607-626. https://doi.org/10.1007/s11218-016-9344-z

Yao, J., & Yang, L. (2017). Perceived prejudice and the mental health of chinese ethnic minority college students: the chain mediating effect of ethnic identity and hope. Frontiers in psychology, 8, 247258. https://doi.org/10.3389/fpsyg.2017.01167

Zakaria, E., & Syamaun, M. (2017). The effect of realistic mathematics education approach on students’ achievement and attitudes towards mathematics. Mathematics Education Trends and Research, 1(1), 32-40.