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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Male students reported greater task value in mathematics than in English or social studies, with no difference between English and social studies. → Wolters 1998 q2 i? Female students reported higher task value in mathematics than in English or social studies, and higher task value in English than in social studies. → Wolters 1998 (2)

Evidence¶

Wolters 1998¶

Wolters, C.A. & Pintrich, P.R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science 26: 27–47. https://doi.org/10.1023/a:1003035929216

q2 · i? · associational · r2

Post hoc Scheffe tests after a 3 (subject area) × 2 (gender) repeated measures ANOVA in a self-report survey of 545 seventh and eighth graders showed males "reported greater levels of task value in mathematics than in English" and social studies, with no English–social studies difference.

"The post hoc Scheffe tests indicated that males reported greater levels of task value in mathematics than in English ( p /n3c 0.05), and social studies (p /n3c 0.05)."

Wolters 1998 (2)¶

Wolters, C.A. & Pintrich, P.R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science 26: 27–47. https://doi.org/10.1023/a:1003035929216

q2 · i? · associational · r2

Same repeated measures survey study: post hoc tests showed "Females reported a higher mean level of task value in mathematics" than in English or social studies, and females also valued English more than social studies.

"Females reported a higher mean level of task value in mathematics than in either English (p /n3c 0.05) or social studies (p /n3c 0.05)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Cognitive strategy use was highest in social studies and lowest in mathematics, and females reported more use than males — related
• Test anxiety was highest in social studies and lowest in English, with the pattern differing by gender — 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 — related
• The relations among motivational, strategy use, and performance constructs were similar across mathematics, English, and social studies — related
• Male top-performing math students report higher math self-efficacy and stronger math-oriented motivation than female top performers — related