Self-efficacy Beliefs in Mathematics, Native Language Literacy and Foreign Language Amongst Boys and Girls with and without Mathematic Difficulties

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

“…When examining gifted students, Malpass, O'Neil, and Hocevar (1999) also found that males had higher math selfefficacy scores than the women did. Similarly, Jungert and Andersson (2013) found that females experienced more mathematical difficulties than the males when completing mathematical exams. Similarly, Jungert and Andersson (2013) found that females experienced more mathematical difficulties than the males when completing mathematical exams.…”

“…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. Another explanation is that gender differences in math self-efficacy tend to become more apparent in math-based courses in high school and college in comparison to elementary and middle school (Jungert & Andersson, 2013;Pajares, 2005). Another explanation is that gender differences in math self-efficacy tend to become more apparent in math-based courses in high school and college in comparison to elementary and middle school (Jungert & Andersson, 2013;Pajares, 2005).…”

“…The implicit gender-math stereotype also explains that others' stereotypical perceptions of males' mathematical abilities enhance the confidence levels of male students in math-based courses in school (Pajares & Miller, 1995). Another explanation is that gender differences in math self-efficacy tend to become more apparent in math-based courses in high school and college in comparison to elementary and middle school (Jungert & Andersson, 2013;Pajares, 2005). As such, this study suggest that a gender gap may exist in math self-efficacy in business statistics courses.…”

“…Another study found that females were less confident about solving mathematical problems in comparison to males (Lloyd, Walsh, & Yailagh, 2005). Similarly, Jungert and Andersson (2013) found that females experienced more mathematical difficulties than the males when completing mathematical exams. Also, Pajares (2005) revealed that men and women differ in their mathematical self-efficacy starting in middle school, and this trend continues in university settings.…”

Self-Efficacy, Achievement Motivation, and Academic Progress of Students with Learning Disabilities: A Comparison with Typical Students

“…However, other studies have shown that achievement motivation as an innate factor has a relation with other factors and it cannot be certainly said that children with LDs have lower levels of achievement motivation because of their disabilities (26). For example, Jungert and Andersson (2013) found that students with different styles of learning had significantly different levels of achievement motivation (27). Even Mohammadzadeh et al (2009) worked on different educational procedures for achievement motivation (28).…”