Affect and Gender

Forgasz, Helen; Leder, Gilah C.; Mittelberg, David; Tan, Hazel; Murimo, Adelino Evaristo

doi:10.1007/978-3-319-06808-4_12

Cited by 4 publications

(5 citation statements)

References 8 publications

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“…However, this conclusion has a culture dimension. The varying gender differences across nations support the cultural specificity of gender as a moderator in these relations (Bofah & Hannula, 2015;Hyde & Mertz, 2009;Forgasz et al, 2015). The outcome of this study can influence educational policies on affect and achievement, because the relationship between affect and achievement is the backbone of many affective enhancement programs throughout the world.…”

Section: Discussionmentioning

confidence: 65%

“…These barriers vary across and within countries, but generally the influences on girls are significant (Chaman, Beswick, & Callingham, 2014). Studies have argued that gender differences in motivational beliefs and mathematics achievement are culture-specific (Forgasz, Leder, Mittelberg, Tan, & Murimo, 2015;Hyde & Mertz, 2009). Other studies have indicated that, mathematics-achievement gap "is due, in a large part, to sociocultural and other environmental factors" (Hyde & Mertz, 2009), and "… the fact that girls' progress in mathematics has been improving over time, even though boys still perform better, suggests that mathematics ability is not innate but susceptible to social influences and instruction" (Stromquist, 2007, p. 37).…”

Section: Introductionmentioning

confidence: 99%

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Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender

Bofah

Hannula

2019

ICME-13 Monographs

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Research has shown that perceived social support (PSS) (from parents and teachers) influences achievement. However, little is known about how this relationship operates. This study examines the multiple mediational effects of students' motivational beliefs in relationship to the association between PSS and mathematics achievement. The sample included the African countries that participated in the TIMSS 2011 (Ghana, Botswana, South Africa, Morocco, and Tunisia). A bootstrap analysis indicated a unique pattern of the role of motivational beliefs in mediating the relationships between PSS and achievement. Moreover, gender was found to moderate the indirect effect in some countries. The findings indicate that total mediation effect of students' motivational belief on the relationship between PSS and achievement is "culture-fair but not culture-free".

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Section: Discussionmentioning

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender

Bofah

Hannula

2019

ICME-13 Monographs

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“…There were varying outcomes on the relationship between affect and gender. The varying gender differences across nations under consideration support the cultural universality as well as the cultural specificity of gender as a moderator in these relations (Hyde and Mertz 2009;Forgasz et al 2015). For instance, the relationship between gender and confidence in mathematics was culturally universal with boys reporting higher mathematics confidence in all the countries, whereas for mathematics achievement, teacher responsiveness, value for mathematics, parental involvement and like mathematics constructs the relationship were culturally specific.…”

Section: Differences In Achievement and The Motivational Constructsmentioning

confidence: 88%

“…However, some studies have shown a higher achievement for girls (e.g., Ma 2008;Vermeer et al 2000), for boys (e.g., Ma 2008;Marks 2008;Cheema and Galluzzo 2013;Guiso et al 2008;Fryer and Levitt 2010) and no difference between the sexes (e.g., Cheema and Galluzzo 2013;Marks 2008;Chen 2002). Studies across different countries have consistently identified a cultural dimension for gender differences in mathematicsrelated affect and performance (Hyde and Mertz 2009;Forgasz et al 2015) with studies indicating that gender significantly influences students' mathematics self-concept, mathematics self-confidence, and the perceived usefulness of mathematics (e.g., Belcher et al 2006). For instance, studies have reported lower mathematics confidence, less liking for mathematics, a lower mathematics self-concept, and a lower value for mathematics for girls in science and mathematics tasks (Frenzel et al 2010;Hyde et al 1990;Else-Quest et al 2010;Marsh et al 2013;OECD 2015;Nagy et al 2010;Watt 2004;Watt et al 2012).…”

Section: Gender and Educational Aspirationsmentioning

confidence: 99%

TIMSS data in an African comparative perspective: Investigating the factors influencing achievement in mathematics and their psychometric properties

Bofah

Hannula

2015

Large-scale Assess Educ

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Relationships among motivational constructs from the 2011 Trends in International Mathematics and Science Study (TIMSS 2011) were investigated for eight-graders in all the five participating African countries, representing 38,806 (49 % girls). First, we investigated the psychometric properties (factor structure, reliabilities, method effect, and measurement invariance-country and gender) of the mathematics motivational constructs across the five educational systems. There was empirical support for the multidimensionality of the construct and the TIMSS 2011 motivational construct was largely invariant across cultures. Furthermore, a series of confirmatory factor analyses revealed that there is a need to control method effects associated with negatively worded items in the measurement model. There was support suggesting that in many cultures responses to negatively worded items are systematically different. The factor structures and reliabilities (i.e., confidence and the like mathematics scales) were affected by negatively worded items. Second, the relationships between the constructs, achievements and background variables such as parental education, gender and students' educational aspirations were investigated. We identified several significant relationships between self-belief and mathematics achievement. Differences in the latent mean achievement and the motivational construct were similar to those that have been described in the literature as "paradoxical" and "perplexing". Nations with high mathematics achievement seem to have students with more negative mathematics self-belief. Some results extend, whereas others refute the findings of previous research. For instance, the relationship between students' mathematics confidence and mathematics achievement was lower than the relationship between the value of mathematics and achievement in some countries and it was the reverse in others. However, consistent with cultural stereotypes, boys rated their mathematics competence higher than girls. The findings are discussed with reference to implications for cross-cultural research and practice.

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“…The same short survey was administered to all participants, translated into other languages as required. The findings were reported in journal articles (e.g., Forgasz, Leder, & Tan, 2014;Leder, Forgasz, & Jackson, 2014) and book chapters (e.g., Forgasz, 2012;Forgasz, Leder, Mittelberg, Tan, & Murimo, 2015;; earlier versions of some of these articles were reported at MERGA (e.g., Forgasz, Leder, & Gómez-Chacón, 2012;Leder & Forgasz, 2011), PME (Forgasz, Leder, & Tan, 2013), and other international conferences. Traditional gender stereotyping was found to persist, that is, mathematics remains a "male domain" in the views of a noteworthy proportion of respondents.…”

Section: Differential Beliefs About Males and Femalesmentioning

confidence: 94%

Mathematics Education and the Affective Domain

Attard

Ingram

Forgasz

et al. 2016

Research in Mathematics Education in Australasia 2012-2015

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This is the fourth chapter on affective issues to appear in the Mathematics Education Research Group of Australasia (MERGA) reviews of research in mathematics education. In our review of topics and findings of studies that have been published in Australasia during the period 2012-2015, some themes and issues have been identified that appear noteworthy. Past reviews on affect and mathematics have noted a limited amount of theorising, with many studies providing description of teacher and student perceptions of affective issues. This does not appear to have changed significantly in this period, however it does appear that the foci of affective research within specific topics is beginning to broaden, with a shift in attention on student engagement and attitudes towards mathematics. It is noted that although research has increased in the area of engagement, there have been no substantive explorations of any links between engagement and academic achievement.

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Affect and Gender

Cited by 4 publications

References 8 publications

Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender

Perceived Social Support Network and Achievement: Mediation by Motivational Beliefs and Moderation by Gender

TIMSS data in an African comparative perspective: Investigating the factors influencing achievement in mathematics and their psychometric properties

Mathematics Education and the Affective Domain

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