Additional file 1 of Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning

Additional file 1: Supplementary Table 1 Grouping of students to social sciences/STEM by self-reported curricula, and the distribution of students' curricula by course taken Notes. LT_Calc1 = Calculus I (LTMS.00.003); MT_Calc1 = Calculus I (MTMM.00.340); SH_StatM = Statistical Modeling (SHSH.00.002). Supplementary Figure 1: Students' mathematics anxiety summed scores plotted by curricula. Note: points are jittered on the graph (with the geom_jitter() function). Supplementary Figure 2: Students' mathematics self-efficacy summed scores plotted by curricula. Note: points are jittered on the graph (with the geom_jitter() function). Supplementary Figure 3: Students' deep approach to learning summed scores plotted by curricula. Note: points are jittered on the graph (with the geom_jitter() function). Supplementary Figure 4: Students' surface approach to learning summed scores plotted by curricula. Note: points are jittered on the graph (with the geom_jitter() function). Math anxiety study附加文件1：补充表1 基于学生自我报告的课程设置，将学生划分为人文社科与科学、技术、工程与数学（STEM）组别，以及按修读课程统计的学生课程分布情况。注释：LT_Calc1 = 微积分I（LTMS.00.003）；MT_Calc1 = 微积分I（MTMM.00.340）；SH_StatM = 统计建模（SHSH.00.002）。 补充图1：按课程划分的学生数学焦虑总分绘图。注：图表中数据点已通过geom_jitter()函数添加抖动偏移。 补充图2：按课程划分的学生数学自我效能感总分绘图。注：图表中数据点已通过geom_jitter()函数添加抖动偏移。 补充图3：按课程划分的学生深度学习倾向总分绘图。注：图表中数据点已通过geom_jitter()函数添加抖动偏移。 补充图4：按课程划分的学生表面学习倾向总分绘图。注：图表中数据点已通过geom_jitter()函数添加抖动偏移。 数学焦虑研究