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ERIC Number: EJ966549
Record Type: Journal
Publication Date: 2012-May
Pages: 11
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-0036-6803
The Gender Confidence Gap in Fractions Knowledge: Gender Differences in Student Belief-Achievement Relationships
Ross, John A.; Scott, Garth; Bruce, Catherine D.
School Science and Mathematics, v112 n5 p278-288 May 2012
Recent research demonstrates that in many countries gender differences in mathematics achievement have virtually disappeared. Expectancy-value theory and social cognition theory both predict that if gender differences in achievement have declined there should be a similar decline in gender differences in self-beliefs. Extant literature is equivocal: there are studies indicating that the male over female advantage in self-efficacy and beliefs about math learning is as strong as ever and there are studies reporting an absence of gender differences in belief. Using data from 996 grades 7-10 Canadian students, we found that gender differences in beliefs continued, even though gender differences in achievement were near zero. Gender differences, favoring males, were larger for self-beliefs (math self-efficacy and fear of failure) and weaker for functional and dysfunctional beliefs about math learning. There were also gender differences in the structure of a model linking beliefs about math, beliefs about self and achievement.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Grade 7; Grade 8; Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada