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

Area of Science:

• Educational Psychology
• Gender Studies in STEM

Background:

• Previous research indicates gender differences in attitudes toward mathematics.
• Understanding these differences is crucial for improving educational outcomes.

Purpose of the Study:

• To investigate gender differences in attitudes towards mathematics.
• To examine how these attitudes explain mathematics performance in primary school students.
• To explore the role of self-efficacy and achievement emotions.

Main Methods:

• Survey administered to 897 primary school students (5th and 6th grade).
• Analysis of gender differences in attitudes (motivation, competence, anxiety).
• Regression analysis to determine the explanatory power of attitudes on performance.

Main Results:

• Girls reported less positive attitudes towards mathematics, including lower motivation and higher anxiety, though effect sizes were small.
• Attitudes toward mathematics significantly explained performance more in boys (R²=0.194) than in girls (R²=0.103).
• Perceived self-efficacy positively impacted performance for both genders; test anxiety negatively affected boys' performance but not girls'.
• Girls' anxiety may be linked to valuing mathematics highly with low perceived control, while boys' anxiety impacts performance due to high confidence and motivation.

Conclusions:

• While overall academic performance showed no significant gender difference, attitudes towards mathematics play a differential role in explaining performance.
• Perceived self-efficacy is a key predictor for both genders, but test anxiety uniquely impacts boys' mathematics achievement.
• Control-value theory helps explain how perceived competence, anxiety, and value influence mathematics performance differently across genders.