Eurasia Journal of Mathematics, Science and Technology Education

• Aldridge, J. M., & Rowntree, K. (2022). Investigating relationships between learning environment perceptions, motivation and self-regulation for female science students in Abu Dhabi, United Arab Emirates. Research in Science Education, 52(5), 1545-1564. https://doi.org/10.1007/s11165-021-09998-2
• Andersen, I. G., & Reimer, D. (2019). Same-gender teacher assignment, instructional strategies, and student achievement: New evidence on the mechanisms generating same-gender teacher effects. Research in Social Stratification and Mobility, 62, Article 100406. https://doi.org/10.1016/j.rssm.2019.05.001
• Ang, R. P., Ong, S. L., & Li, X. (2020). Student version of the teacher-student relationship inventory (S-TSRI): Development, validation and invariance. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01724
• Asada, T. (2012). Mentoring novice teachers in Japanese schools. International Journal of Mentoring and Coaching in Education, 1(1), 54-65. https://doi.org/10.1108/20466851211231620
• Avraamidou, L. (2022). Identities in/out of physics and the politics of recognition. Journal of Research in Science Teaching, 59(1), 58-94. https://doi.org/10.1002/tea.21721
• Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588-606. https://doi.org/10.1037/0033-2909.88.3.588
• Brislin, R. W. (1980). Cross-cultural research methods. In I. Altman, A. Rapoport, & J. F. Wohlwill (Eds.), Environment and culture (pp. 47-82). Springer. https://doi.org/10.1007/978-1-4899-0451-5_3
• Brownlow, S., Jacobi, T., & Rogers, M. (2000). Science anxiety as a function of gender and experience. Sex Roles, 42(1/2), 119-131. https://doi.org/10.1023/A:1007040529319
• Burns, E. C., Van Bergen, P., Leonard, A., & Amin, Y. (2022). Positive, complicated, distant, and negative: How different teacher-student relationship profiles relate to students’ science motivation. Journal of Adolescence, 94(8), 1150-1162. https://doi.org/10.1002/jad.12093
• Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187-1218. https://doi.org/10.1002/tea.20237
• Chen, C., Sonnert, G., & Sadler, P. M. (2020). The effect of first high school science teacher’s gender and gender matching on students’ science identity in college. Science Education, 104(1), 75-99. https://doi.org/10.1002/sce.21551
• Chen, M., Zee, M., Koomen, H. M. Y., & Roorda, D. L. (2019). Understanding cross-cultural differences in affective teacher-student relationships: A comparison between Dutch and Chinese primary school teachers and students. Journal of School Psychology, 76, 89-106. https://doi.org/10.1016/j.jsp.2019.07.011
• Cheryan, S., Ziegler, S. A., Montoya, A. K., & Jiang, L. (2017). Why are some STEM fields more gender balanced than others? Psychological Bulletin, 143(1), 1-35. https://doi.org/10.1037/bul0000052
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
• Collie, R. J., Bostwick, K. C. P., & Martin, A. J. (2020). Perceived autonomy support, relatedness with students, and workplace outcomes: An investigation of differences by teacher gender. Educational Psychology, 40(3), 253-272. https://doi.org/10.1080/01443410.2019.1663791
• Cribbs, J., Huang, X., & Piatek-Jimenez, K. (2021). Relations of mathematics mindset, mathematics anxiety, mathematics identity, and mathematics self-efficacy to STEM career choice: A structural equation modeling approach. School Science and Mathematics, 121(5), 275-287. https://doi.org/10.1111/ssm.12470
• Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85-108). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006
• Dee, T. S. (2005). Teachers and the gender gaps in student achievement. NBER Working Paper, 11660. https://doi.org/10.3386/w11660
• Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). Guildford Press.
• Erickson, L. B., & Pinnegar, S. (2017). Consequences of personal teaching metaphors for teacher identity and practice. Teachers and Teaching, 23(1), 106-122. https://doi.org/10.1080/13540602.2016.1203774
• Fabris, M. A., Lin, S., & Longobardi, C. (2023). A cross-cultural comparison of teacher-student relationship quality in Chinese and Italian teachers and students. Journal of School Psychology, 99, Article 101227. https://doi.org/10.1016/j.jsp.2023.101227
• Fisher, D., Waldrip, B., & den Brok, P. (2005). Students’ perceptions of primary teachers’ interpersonal behavior and of cultural dimensions in the classroom environment. International Journal of Educational Research, 43(1-2), 25-38. https://doi.org/10.1016/j.ijer.2006.03.004
• Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382-388. https://doi.org/10.1177/002224378101800313
• Fraser, B. J., Nash, R., & Fisher, D. L. (1983). Anxiety in science classrooms: Its measurement and relationship to classroom environment. Research in Science and Technological Education, 1(2), 201-208. https://doi.org/10.1080/0263514830010208
• Galano, S., Liccardo, A., Amodeo, A. L., Crispino, M., Tarallo, O., & Testa, I. (2023). Endorsement of gender stereotypes affects high school students’ science identity. Physical Review Physics Education Research, 19(1), Article 010120. https://doi.org/10.1103/PhysRevPhysEducRes.19.010120
• González, A., Fernández, M. C., & Paoloni, P. (2017). Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance. Journal of Research in Science Teaching, 54(5), 558-585. https://doi.org/10.1002/tea.21377
• Goodwin, R. (1999). Personal relationships across cultures (1st ed.). Routledge. https://doi.org/10.4324/9780203434161
• Gregoriadis, A., & Tsigilis, N. (2008). Applicability of the student-teacher relationship scale (STRS) in the Greek educational setting. Journal of Psychoeducational Assessment, 26(2), 108-120. https://doi.org/10.1177/0734282907306894
• Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2017). A primer on partial least squares structural equation modeling (PLS-SEM) (2nd ed.). SAGE.
• Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record: The Voice of Scholarship in Education, 103(6), 1056-1080. https://doi.org/10.1111/0161-4681.00142
• Hazari, Z., Brewe, E., Goertzen, R. M., & Hodapp, T. (2017). The importance of high school physics teachers for female students’ physics identity and persistence. The Physics Teacher, 55(2), 96-99. https://doi.org/10.1119/1.4974122
• Hazari, Z., Dou, R., Sonnert, G., & Sadler, P. M. (2022). Examining the relationship between informal science experiences and physics identity: Unrealized possibilities. Physical Review Physics Education Research, 18(1), Article 010107. https://doi.org/10.1103/PhysRevPhysEducRes.18.010107
• Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978-1003. https://doi.org/10.1002/tea.20363
• Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66(3), 393-416. https://doi.org/10.1177/0013164405282485
• Izadinia, M. (2016). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: Do they match or clash? Professional Development in Education, 42(3), 387-402. https://doi.org/10.1080/19415257.2014.994136
• Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes-Malach, T. J., & Singh, C. (2019). Why female science, technology, engineering, and mathematics majors do not identify with physics: They do not think others see them that way. Physical Review Physics Education Research, 15(2), Article 020148. https://doi.org/10.1103/PhysRevPhysEducRes.15.020148
• Kang, D., Stough, L. M., Yoon, M., & Liew, J. (2023). The association between teacher-student relationships and school engagement: An investigation of gender differences. Educational Psychology, 43(6), 623-642. https://doi.org/10.1080/01443410.2023.2225816
• Kitayama, S., Markus, H. R., & Kurokawa, M. (2000). Culture, emotion, and well-being: Good feelings in Japan and the United States. Cognition & Emotion, 14(1), 93-124. https://doi.org/10.1080/026999300379003
• Koomen, H. M. Y., & Jellesma, F. C. (2015). Can closeness, conflict, and dependency be used to characterize students’ perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood. British Journal of Educational Psychology, 85(4), 479-497. https://doi.org/10.1111/bjep.12094
• Koul, R., Musikul, K., Nishikawa, S., & Almutawa, H. (2024). Mentoring in the development of science teaching self-efficacy among primary school teachers in Thailand: A mixed methods study. Journal of Science Teacher Education, 35(1), 44-62. https://doi.org/10.1080/1046560X.2023.2179384
• Koul, R., Roy, L., & Lerdpornkulrat, T. (2012). Motivational goal orientation, perceptions of biology and physics classroom learning environments, and gender. Learning Environments Research, 15(2), 217-229. https://doi.org/10.1007/s10984-012-9111-9
• Lakoff, G., & Johnson, M. (1981). Metaphors we live by. University of Chicago Press.
• Laukenmann, M., Bleicher, M., Fuß, S., Gläser-Zikuda, M., Mayring, P., & von Rhöneck, C. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489-507. https://doi.org/10.1080/09500690210163233
• Lim, J., & Meer, J. (2017). Persistent effects of teacher-student gender matches, NBER Working Paper, 24128 https://doi.org/10.3386/w24128
• Marsh, H. W., Hau, K., & Wen, Z. (2004). In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s findings. Structural Equation Modeling: A Multidisciplinary Journal, 11(3), 320-341. https://doi.org/10.1207/s15328007sem1103_2
• McFarland, L., Murray, E., & Phillipson, S. (2016). Student-teacher relationships and student self-concept: Relations with teacher and student gender. Australian Journal of Education, 60(1), 5-25. https://doi.org/10.1177/0004944115626426
• Nikitina, L., & Furuoka, F. (2011). Revisiting metaphors for education: A student’s perspective. Asia Pacific Education Review, 12(2), 311-318. https://doi.org/10.1007/s12564-010-9143-8
• Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill. https://doi.org/10.1007/BF02301419
• OECD. (2020). PISA 2018 results (volume VI). Are students ready to thrive in an interconnected world? OECD Publishing. https://doi.org/10.1787/7d34d111-en
• OECD. (2024). PISA 2022 technical report. OECD Publishing. https://doi.org/10.1787/01820d6d-en
• Patall, E. A., Steingut, R. R., Freeman, J. L., Pituch, K. A., & Vasquez, A. C. (2018). Gender disparities in students’ motivational experiences in high school science classrooms. Science Education, 102(5), 951-977. https://doi.org/10.1002/sce.21461
• Patil, V. H., Singh, S. N., Mishra, S., & Donavan, T. D. (2017). Parallel analysis engine to aid determining number of factors to retain. Gonzaga University. https://analytics.gonzaga.edu/parallelengine/
• Pianta, R. C., & Nimetz, S. (1991). Student-teacher relationship scale (STRS). APA PsycTests. https://doi.org/10.1037/t11872-000
• Ramaswami, A., Huang, J.-C., & Dreher, G. F. (2014). Mentoring across cultures: The role of gender and marital status in Taiwan and the U.S. Journal of Business Research, 67(12), 2542-2549. https://doi.org/10.1016/j.jbusres.2014.03.013
• Riley, P. (2010). Attachment theory and the teacher-student relationship. Routledge. https://doi.org/10.4324/9780203845783
• Schmitt, T. A. (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, 29(4), 304-321. https://doi.org/10.1177/0734282911406653
• Spilt, J. L., Koomen, H. M. Y., & Jak, S. (2012). Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher-student relationship quality. Journal of School Psychology, 50(3), 363-378. https://doi.org/10.1016/j.jsp.2011.12.002
• Turner, N. E. (1998). The effect of common variance and structure pattern on random data Eigenvalues: Implications for the accuracy of parallel analysis. Educational and Psychological Measurement, 58(4), 541-568. https://doi.org/10.1177/0013164498058004001
• Udo, M. K., Ramsey, G. P., & Mallow, J. V. (2004). Science anxiety and gender in students taking general education science courses. Journal of Science Education and Technology, 13(4), 435-446. https://doi.org/10.1007/s10956-004-1465-z
• Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28-36. https://doi.org/10.1080/00461520903433596

APA

Kamata, N., Koul, R., Tanitteerapan, T., & Srisupawong, Y. (2025). Teacher-student relationships, classroom anxiety, and physics identity of high school students. Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2657. https://doi.org/10.29333/ejmste/16559

Vancouver

Kamata N, Koul R, Tanitteerapan T, Srisupawong Y. Teacher-student relationships, classroom anxiety, and physics identity of high school students. EURASIA J Math Sci Tech Ed. 2025;21(7):em2657. https://doi.org/10.29333/ejmste/16559

AMA

Kamata N, Koul R, Tanitteerapan T, Srisupawong Y. Teacher-student relationships, classroom anxiety, and physics identity of high school students. EURASIA J Math Sci Tech Ed. 2025;21(7), em2657. https://doi.org/10.29333/ejmste/16559

Chicago

Kamata, Noritsugu, Ravinder Koul, Tanes Tanitteerapan, and Yuwarat Srisupawong. "Teacher-student relationships, classroom anxiety, and physics identity of high school students". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 7 (2025): em2657. https://doi.org/10.29333/ejmste/16559

Harvard

Kamata, N., Koul, R., Tanitteerapan, T., and Srisupawong, Y. (2025). Teacher-student relationships, classroom anxiety, and physics identity of high school students. Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2657. https://doi.org/10.29333/ejmste/16559

MLA

Kamata, Noritsugu et al. "Teacher-student relationships, classroom anxiety, and physics identity of high school students". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 7, 2025, em2657. https://doi.org/10.29333/ejmste/16559