Cross-National Gender Differences in Mathematics Achievement, Attitude, and Self-Efficacy within a Common Intrinsic Structure

Abstract

Because of a marked increase in the Canadian immigrant and refugee population in recent years, school psychologists today are frequently called upon to make recommendations concerning the learning needs of students from many diverse backgrounds and cultures. The purpose of this study was to examine possible gender as well as cultural differences in mathematics attitude, achievement, and self-efficacy between Canadian high school students and English-speaking high school students from a northern city in India. Although the participants, tested in their home countries, were administered the same battery of measures, the findings revealed, among other things, significant multivariate and corresponding univariate country, gender, and country x gender interaction effects. The importance of these findings for the practice of school psychology is discussed.

Optimism and realism: A review of self‐efficacy from a cross‐cultural perspective

“…In the only study discovered from the search in this review that investigated the efficacy beliefs of South Asians, Randhawa and Gupta (2000) found that math self‐efficacy was a stronger predictor of achievement for a group of Canadian high school students than it was for the Indian students. Individualism and collectivism were neither measured nor discussed.…”

Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries

“…A majority of studies on self-concept, self-efficacy, or anxiety has responded to questions on whether particular cultures/countries would have higher or lower country means on certain self-constructs (e.g., Eaton & Dembo, 1997;Klassen, 2004;Nasser & Birenbaum, 2005;Randhawa & Gupta, 2000). The present study aims to examine whether closely related self-constructs assessed in a context of one domain-math self-concept, math self-efficacy, and math anxiety-can be differentiated from each other.…”

Examining the Relationship between Math Self‐Efficacy and Statistics Motivation in the Introductory Business Statistics Course: Self‐Compassion as a Mediator

“…Similar to previous findings, men reported higher confidence in solving math problems and tasks than did females in statistics courses (Bandura, 1997;Junge & Dretzke, 1995;Stipek & Granlik, 1991). Studies have suggested that men tend to be "overconfident" and women "underconfident" when asked about their confidence in solving math problems and performing well in math-based courses (Randhawa & Gupta, 2000;Lloyd et al, 2005). One explanation for the gender gap in math self-efficacy has been the implicit gendermath stereotype (Aronson & Steele, 2005;Franceschini, Galli, Chiesi, & Primi, 2014;Pajares & Miller, 1995), which proposes that young women who have been previously stereotyped to be incompetent at solving mathematical applications tend to maintain this unconscious stereotype in adulthood.…”