Male top-performing math students report higher math self-efficacy and stronger math-oriented motivation than female top performers¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i1 Male top performers report higher intentions to focus on math (d = 0.27) and higher instrumental math motivation (d = 0.16), math self-concept (d = 0.15), and greater interest in math (d = 0.10) than female top performers. → Keller 2021

Evidence¶

Keller 2021¶

Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2021). Top-Performing Math Students in 82 Countries: An Integrative Data Analysis of Gender Differences in Achievement, Achievement Profiles, and Achievement Motivation. Journal of Educational Psychology. http://dx.doi.org/10.1037/edu0000685

q4 · i1 · quant-synthesis · r3

Meta-analytic synthesis of the remaining math motivation measures. Male top performers showed printed effects of d = 0.27 (math intentions), d = 0.16 (instrumental motivation), d = 0.15 (self-concept), and d = 0.10 (interest) relative to female top performers.

"Similarly, male students reported higher intentions to focus on math than female students did (i.e., male students reported a higher intention to choose additional math courses in school and beyond compared with additional language or science courses; d = 0.27). Furthermore, male students reported, on average, higher instrumental math motivation (d = 0.16), higher math self-concept (d = 0.15), and greater interest in math (d = 0.10) than female students"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Gender differences in mathematics and science achievement are negligible among top-performing math students, while female students show better reading achievement — related
• Among top-performing math students, male students show strongly math-oriented math–reading achievement profiles whereas female students' profiles are more balanced — related
• Male secondary students report higher self-efficacy than female students after learning from video modeling examples, without higher performance — related
• Girls show less confidence and interest in math and science from early adolescence, and a strong math/science self-concept predicts course choice and performance for both genders — a broader claim this one bears on
• Task value was higher for mathematics than for English and social studies for both genders, with gender differences only in the English–social studies comparison — related
• Task value predicted cognitive and regulatory strategy use but not classroom grades, whereas self-efficacy predicted grades in all three subjects — related
• Male top-performing math students show strongly science-oriented science–reading profiles while female students' profiles are more balanced — related