Reframing Mathematics Anxiety The Role of Emotional Intelligence and Social Support Among Students in Indonesia

A Systematic Literature Review

Abstract

Mathematics anxiety continues to be a major challenge in education, particularly in rural contexts where learning resources are limited. This literature review explores how emotional intelligence and social support shape gender differences in mathematics anxiety among students, with a focus on Indonesian rural schools. Drawing on 35 peer-reviewed studies published between 2010 and 2024, the findings show that male students are more dependent on social support to reduce mathematics anxiety, whereas female students rely more heavily on emotional intelligence to manage emotions associated with mathematics learning. The review also highlights that the learning environment both at home and at school has a profound impact on shaping students’ attitudes and resilience in mathematics. Identified gaps include limited longitudinal research, insufficient studies in rural Southeast Asian contexts, and a lack of gender sensitive intervention frameworks. This review recommends designing integrative, context-based programs that combine emotional intelligence training and strengthened social support systems to reduce mathematics anxiety.