Fig 2. Sex differences in parental opinion (as reported by the students) about the importance of mathematics are related to sex differences in mathematics anxiety and performance.

A: The larger the difference in boys’ and girls’ view of parental valuation of mathematics for boys and girls, the larger the sex differences in mathematics anxiety. B: The larger the difference in parental valuation of mathematics for boys and girls, the larger the sex differences in mathematics performance. For abbreviations, see Materials and Methods. Notes: AE: United Arab Emirates, AL: Albania, AR: Argentina, AT: Austria, AU: Australia, BE: Belgium, BR: Brazil, BU: Bulgaria, CA: Canada, CH: Switzerland, CL: Chile, CO: Colombia, CR: Costa Rica, CZ: Czech Republic, DE: Germany, DK: Denmark, EE: Estonia, ES: Spain, FI: Finland, FR: France, GR: Greece, HK: Hong Kong, HR: Croatia, HU: Hungary, IC: Iceland, ID: Indonesia, IL: Israel, IR: Ireland, IT: Italy, JA: Japan, JO: Jordan, KA: Kazakhstan, KR: South Korea, LA: Latvia, LI: Liechtenstein, LT: Lithuania, LU: Luxembourg, MA: Malaysia, ME: Montenegro, MO: Macao, MX: Mexico, NL: The Netherlands, NO: Norway, NZ: New Zealand, PE: Peru, PO: Poland, PT: Portugal, QA: Qatar, RO: Romania, RP: Perm (Russia), RS: Serbia, RU: Russia, SE: Sweden, SG: Singapore, SH: Shanghai, SI: Slovenia, SK: Slovak Republic, TH: Thailand, TN: Tunisia, TR: Turkey, TW: Chinese Taipei, UI: Uruguay, UC: US state Connecticut, UF: US state Florida, UK: United Kingdom, UM: US state Massachusetts, US: United States, VN: Vietnam.