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Definitions of domestic homicide shape data collection and prevention efforts and, consequentially, our understanding of these crimes. This chapter explores issues related to defining domestic homicide in the context of our work with the Canadian Domestic Homicide Prevention Initiative with Vulnerable Populations (CDHPIVP). We discuss selected case studies to demonstrate what cases are included and excluded in this work and to highlight the importance of understanding our narrower, project-based definition in relation to the larger context of domestic violence-related homicides and deaths. By considering how victims and perpetrators are identified when defining domestic violence, we illustrate how undercounting of domestic homicide may occur, contributing to the “dark figure” of domestic homicide. Furthermore, we argue that cases from certain groups, such as Indigenous women in Canada, may be systematically excluded from definitions of domestic homicide. In reflecting on these issues and cases, our aim is to advance calls for consistency and transparency in definitions to allow for stronger research across jurisdictions (Fairbairn, Jaffe, & Dawson, 2017; Jaffe et al., 2017), as well as to support efforts of initiatives such as domestic violence death review committees (DVDRCs) in their work to prevent domestic homicides.

The study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.

Four hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.

The study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.

The major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

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