This study investigates how teacher and family support influence gender differences in mathematics anxiety and achievement, with a specific focus on Hong Kong and Macau. Drawing on data from the 2022 Programme for International Student Assessment (PISA), the research adopts the Control-Value Theory to explore the nuanced interactions between academic emotions, support systems, and achievement in these two East Asian contexts. The findings aim to contribute to the global discourse on educational equity by offering region-specific insights and policy recommendations for fostering supportive learning environments.

Educational research often overlooks the dynamics of academic emotions and support systems in East Asian educational settings, focusing instead on Western contexts. This neglect underrepresents the unique sociocultural pressures and competitive environments faced by students in regions like Hong Kong and Macau. The study addresses this gap by examining how teacher and family support moderate the effects of gender on mathematics anxiety and achievement, providing insights into the gendered experiences of students in these regions.

Hong Kong and Macau provide an ideal context for this study due to their shared cultural heritage but distinct educational systems. Hong Kong’s highly competitive and performance-oriented education system contrasts with Macau’s relatively relaxed, locally focused approach. These differences create a compelling backdrop for investigating how support systems impact students’ emotional and academic outcomes. Furthermore, understanding the interplay between teacher and family support and gender disparities in these regions contributes to the global discourse on educational equity by addressing gender-specific challenges in mathematics education.

The study also carries significant international implications. It highlights the potential of teacher and family support systems to address gender disparities in academic outcomes, a challenge that transcends cultural and national boundaries. By situating the findings within the broader framework of global education equity, the research provides a foundation for comparative studies and policy discussions across diverse educational contexts.

This study employs a quantitative analysis of PISA 2022 data to explain the complex interplay between teacher and family support, gender, and mathematics outcomes. The dataset includes 5,907 students from Hong Kong and 4,384 students from Macau, offering a comprehensive representation of these regions’ educational landscapes. Key variables include: • Mathematics Anxiety: A 6-item scale assessing students’ emotional responses to mathematics tasks. • Teacher Support: A 4-item scale evaluating students’ perceptions of instructional and emotional support. • Family Support: A 10-item scale capturing parental involvement in academic lives. • Mathematics Achievement: Ten plausible values of mathematics scores from PISA 2022. Analytical methods include: 1. Confirmatory Factor Analysis (CFA): To validate the constructs of teacher support, family support, and mathematics anxiety, ensuring measurement invariance across Hong Kong and Macau. 2. Measurement Invariance Testing: To ensure that constructs are comparable across the two regions, enabling valid cross-regional comparisons. 3. Path Analysis: To examine the direct and mediated relationships among teacher and family support, gender, mathematics anxiety, and achievement. Interaction terms (e.g., INT1 = TEACHSUP × GENDER) are included to explore moderation effects. All analyses were conducted using Mplus 8.5, leveraging its advanced capabilities for handling complex survey data and imputed plausible values. Fit indices such as CFI, RMSEA, and SRMR were used to assess model adequacy.

Preliminary findings reveal significant gender differences in mathematics anxiety in both regions, with girls reporting higher anxiety levels than boys. Teacher support is consistently associated with reduced anxiety and improved achievement, though its effects are more pronounced in Hong Kong’s highly competitive environment. Family support shows limited influence, highlighting its dual-edged nature—while it can motivate students, it may also exacerbate anxiety in high-pressure settings. Regional differences were also observed. In Macau, teacher support had a stronger positive effect on boys’ achievement, while in Hong Kong, it was more effective in alleviating girls’ anxiety. These findings underscore the importance of contextualizing educational interventions to address region-specific challenges and gender dynamics. The study’s implications extend beyond Hong Kong and Macau, offering valuable lessons for global education systems striving to enhance equity and inclusivity. By addressing the gendered and cultural dimensions of mathematics education, the research provides actionable insights for policymakers, educators, and researchers aiming to create supportive and equitable learning environments worldwide.

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