<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282018000100006</article-id>
<article-id pub-id-type="doi">10.6018/analesps.34.1.229571</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Investigating self-efficacy, anxiety, attitudes and mathematics achievement regarding gender and school type]]></article-title>
<article-title xml:lang="es"><![CDATA[Investigando la autoeficacia, la ansiedad, las actitudes y los logros de las matemáticas con respecto al género y el tipo de escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Recber]]></surname>
<given-names><![CDATA[Senol]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Isiksal]]></surname>
<given-names><![CDATA[Mine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Koç]]></surname>
<given-names><![CDATA[Yusuf]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Middle East Technical University Faculty of Education ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Turkey</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>41</fpage>
<lpage>51</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282018000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282018000100006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282018000100006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this study was to investigate the relationship among seventh grade students&#8217; mathematics self-efficacy, mathematics anxiety, attitudes towards mathematics, mathematics achievement, gender and school type. In order to examine the difference in self-efficacy, anxiety, attitude and achievement in terms of gender and school type, two-way ANOVAs were performed. In addition, multiple regression analysis was run to investigate the role of mathematics self-efficacy, anxiety, attitude, gender and school type in predicting mathematics achievement of seventh grade students. Results revealed that there was a significant main effect of gender on mean mathematics self-efficacy scores, attitude scores, anxiety scores and mathematics achievement. However, school type did not have significant main effect on mean self-efficacy scores, anxiety scores, and achievement scores but have significant effect on attitude scores. Findings also supported that self-efficacy, anxiety, attitude, gender and school type significantly predicted the achievement scores of seventh grade students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este estudio fue investigar la relación entre la autoeficacia en matemáticas, la ansiedad en matemáticas, la actitud con respecto a matemáticas, el rendimiento en matemáticas de los estudiantes del séptimo grado y el género y el tipo de escuela. Con el fin de examinar la diferencia en la autoeficacia, la ansiedad, la actitud y el rendimiento en cuanto al género y al tipo de escuela se realizó análisis de la varianza (ANOVA) de dos vias. Además, se ejecutó un análisis de regresión múltiple para investigar el papel de autoeficacia, ansiedad, actitud y género y tipo de escuela en la predicción del rendimiento en matemáticas de los estudiantes del séptimo grado. Los resultados revelaron que el género tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de actitud, las puntuaciones de ansiedad y el rendimiento en matemáticas. Sin embargo, el tipo de escuela no tiene un efecto principal significativo sobre las puntuaciones de autoeficacia, las puntuaciones de ansiedad y las puntuaciones del rendimiento pero tiene un efecto significativo sobre las puntuaciones de actitud. Los resultados también confirman que el modelo proporcionado consta de la autoeficacia, la ansiedad, la actitud, el género y el tipo de escuela, predijo significativamente las puntuaciones de rendimiento.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[Anxiety]]></kwd>
<kwd lng="en"><![CDATA[Academic achievement, gender]]></kwd>
<kwd lng="es"><![CDATA[Autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[Ansiedad]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[Género]]></kwd>
</kwd-group>
</article-meta>
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