Gender Differences in Mathematics Motivation: Differential Effects on Performance in Primary Education

Abstract

In addition to attempting to verify gender differences, this study aims to examine the explanatory potential of boys' and girls' attitudes toward mathematics on their performance. The sample comprised 897 students in the 5th and 6th years of primary education (450 boys and 447 girls). The results confirm what previous research has suggested, that girls tended to exhibit less positive attitudes about mathematics than their male classmates, in particular lower motivation, worse perception of competence, and higher rates of anxiety, although in all cases the effect sizes were small. Even though there no significant gender differences in academic performance, as expected, the explanatory power of attitudes toward mathematics was clearly more significant in boys than in girls (R 2 = 0.194 and R 2 = 0.103, respectively). The results of the regression analysis for each sample reinforce the well-known positive impact of perceived selfefficacy on mathematics performance and introduce the effect of achievement emotions of academic performance. Test anxiety in mathematics seems to only have a negative effect on boys' grades, as this variable does not appear in the regression equation when explaining girls' performance. In the light of control-value theory, we discuss the contingency of perceived competence and its involvement in anxiety and academic performance. Boys' results could be affected by the levels of anxiety inasmuch as they tend to be confident in their abilities, motivated to stand out, and interested in mathematics. Whereas despite girls reporting high rates of anxiety, what may have a negative impact on their results might have more to do with a higher value placed on mathematics, as their perception of control may be low.

Effects of Gender, Test Anxiety and Test Items Scrambling on Students’ Performance in Mathematics: A Quasi-Experimental Study

“…Particularly, attitudes, self-efficacy and achievement motivations towards mathematics are accountable factors which place boys in a favourable position over girls (Eccles, Wigfield, Harold, & Blumenfeld, 1993;Kurtz-Costes, Rowley, Harris-Britt, & Woods, 2008;Rodríguez, Regueiro, Piñeiro, Estévez, & Valle, 2020)(. Boys tend to be selfconfident in their skills, are motivated and interested in mathematics which helps in neutralising their level of anxiety leading to a good performance in the subject (Rodríguez et al, 2020).…”

“…Particularly, attitudes, self-efficacy and achievement motivations towards mathematics are accountable factors which place boys in a favourable position over girls (Eccles, Wigfield, Harold, & Blumenfeld, 1993;Kurtz-Costes, Rowley, Harris-Britt, & Woods, 2008;Rodríguez, Regueiro, Piñeiro, Estévez, & Valle, 2020)(. Boys tend to be selfconfident in their skills, are motivated and interested in mathematics which helps in neutralising their level of anxiety leading to a good performance in the subject (Rodríguez et al, 2020). On the other hand, high levels of test anxiety affect the performance of girls due to their low levels of interest, perception of control and value placed on Mathematics (Else-Quest, Fredricks & Eccles, 2002;Frenzel, Goetz, Pekrun, & Watt, 2010;Ganley & Lubienski, 2016;Guo, Parker, Marsh, & Morin, 2015;Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; © 2020 Conscientia Beam.…”

Código X em Casa: um relato de experiência sobre o ensino remoto de computação desplugada para meninas em situação de vulnerabilidade socioeconômica, em tempos de distanciamento social

“…Estudos sugerem que essas desigualdades no mercado de trabalho são reflexo de percepções naturalizadas na infância em relação a disciplinas de exatas [Jacobs 1991, Herbert and Stipek 2005, Jacobs and Eccles 1985, Dickhauser and Meyer 2006. Como exemplo, [Rodríguez et al 2020] realiza um estudo com quase 900 alunos e alunas do ensino fundamental (metade de cada sexo) e mostra que, embora não haja diferenças significativas entre os sexos no desempenho acadêmico, os grupos se diferem quando se trata da relação com a matemática. O estudo avalia o efeito das emoções no desempenho em matemática.…”

Do gender differences in academic attainment correspond with scholastic attitudes? An exploratory study in a UK secondary school

“…Moreover, stereotypical attitudes pertaining to gender‐subject competence appear to translate into students' perceptions about their academic self‐concept, with girls reporting lower self‐concept in mathematics and science and higher self‐concept in English (Aronson & Steele, 2007; Chatard, Guimond, & Selimbegovic, 2007; Else‐Quest, Hyde, & Linn, 2010; Ireson, Hallam, & Plewis, 2001; Smetackova, 2015). Similarly, girls express higher competence beliefs in English, whereas boys report higher competency in mathematics and science (Andre, Whigham, Hendrickson, & Chambers, 1999; Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; Rodríguez, Regueiro, Piñeiro, Estévez, & Valle, 2019). As such, the endorsement of gender‐subject stereotypes seems to interact with students' personal perceptions of their capabilities to impact adversely upon academic achievement.…”