A longitudinal analysis of gender differences in affective outcomes in mathematics during middle and high school

School Effectiveness and School Improvement

Volumn 14, Issue 4, 2003, Pages 413-439

  Ma, Xin ^a   Cartwright, Fernando ^a  

^a UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 11844254809     PISSN: 09243453     EISSN: None     Source Type: Journal    
DOI: 10.1076/sesi.14.4.413.17155     Document Type: Article

References (50)

1. Beaton, A.E., Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Kelly, D.L., & Smith, T.A. (1996). Mathematics achievement in the middle school years: IEA's Third International Mathematics and Science Study (TIMSS). Chestnut Hill, MA: Boston College.
2. Beller, M., & Gafni, N. (1996). The 1991 International Assessment of Educational Progress in mathematics and sciences: The gender differences perspective. Journal of Educational Psychology, 88, 365-377.
3. Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical linear models. Newbury Park, CA: Sage.
4. Byrnes, J.P., Hong, L., & Xing, S. (1997). Gender differences on the math subtest of the Scholastic Aptitude Test may be culture-specific. Educational Studies in Mathematics, 34, 49-66.
5. Byrnes, J.P., & Takahiri, S. (1993). Explaining gender differences on SAT-Math items. Developmental Psychology, 29, 805-810.
6. Campbell, J.R., & Mandel, F. (1990). Connecting math achievement to parental influences. Contemporary Educational Psychology, 15, 64-74.
7. Crawford, M., Chaffin, R., & Fitton, L. (1995). Cognition in social context. Learning and Individual Differences, 7, 341-362.
8. Eccles, J., Wigfield, A., Harold, R.D., & Blumenfeld, P. (1993). Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 64, 830-847.
9. Evans, J., & Tsatsaroni, A. (1996). Linking the cognitive and the affective in educational research: Cognitivist, psychoanalytic and post-structuralist models. British Educational Research Journal, 22, 347-358.
10. Felson, R.B., & Trudeau, L. (1991). Gender differences in mathematics performance. Social Psychology Quarterly, 54, 113-126.
11. Friedman, L. (1996). Meta-analysis and quantitative gender differences: Reconciliation. Focus on Learning Problems in Mathematics, 18, 123-128.
12. Frost, L.A., Hyde, J.S., & Fennema, E. (1994). Gender, mathematics performance, and mathematics-related attitudes and affect: A meta-analytic synthesis. International Journal of Educational Research, 21, 373-386.
13. Gallagher, A.M., & De Lisi, R. (1994). Gender differences in Scholastic Aptitude Test: Mathematics problem solving among high-ability students. Journal of Educational Psychology, 86, 204-211.
14. Gallagher, A.M., De Lisi, R., Holst, P.C., McGillicuddy-De Lisi, A.V., Morely, M., & Cahala, C. (2000). Gender differences in advanced mathematical problem solving. Journal of Experimental Child Psychology, 75, 165-190.
15. Ho, H., Senturk, D., Lam, A.G., Zimmer, J.M., Hong, S., Okamoto, Y., Chiu, S., Nakazawa, Y., & Wang, C. (2000). The affective and cognitive dimensions of math anxiety: A cross-national study. Journal for Research in Mathematics Education, 31, 362-379.
16. Hyde, J.S., Fennema, E., & Lamon, S.J. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin, 107, 139-155.
17. Hyde, J.S., Fennema, E., Ryan, M., Frost, L.A., & Hopp, C. (1990). Gender comparison of mathematics attitudes and affect: A meta-analysis. Psychology of Women Quarterly, 14, 299-324.
18. Ivey, K.M.C., & Williams, S.R. (1994). Affective assessment and classroom engagement: A case study. Unpublished manuscript, Washington State University, Pullman, WA.
19. Jacobs, J.E., & Eccles, J.S. (1992). The impact of mothers' gender-role stereotypic beliefs on mothers' and children's ability perceptions. Journal of Personality and Social Psychology, 63, 932-944.
20. Jones, L., & Smart, T. (1995). Confidence and mathematics: A gender issue? Gender and Education, 7, 157-166.
21. Kaiser-Messmer, G. (1993). Results of an empirical study into gender differences in attitudes towards mathematics. Educational Studies in Mathematics, 25, 209-233.
22. Kreft, I., & De Leeuw, J. (1998). Introducing multilevel modeling. Thousand Oaks, CA: Sage.
23. Lee, V.E., & Loeb, S. (2000). School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement. American Educational Research Journal, 37, 3-32.
24. Lummis, M., & Stevenson, H.W. (1990). Gender differences in beliefs and achievement: A cross-cultural study. Developmental Psychology, 26, 254-263.
25. Ma, X. (1999). Gender differences in growth in mathematical skills during secondary grades: A growth model analysis. Alberta Journal of Educational Research, 45, 448-466.
26. Ma, X., & Kishor, N. (1997) Assessing the relationship between attitude towards mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28, 26-47.
27. Ma, X., & Willms, J.D. (1999). Dropping out of advanced mathematics: How much do students and schools contribute to the problem? Educational Evaluation and Policy Analysis, 21, 365-383.
28. Manger, T. (1995). Gender differences in mathematical achievement at the Norwegian elementary-school level. Scandinavian Journal of Educational Research, 39, 257-269.
29. McLeod, D.B. (1992). Research on affect in mathematics education: A reconceptualization. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.
30. McLeod, D.B. (1994). Research on affect and mathematics learning in the JRME: 1970 to the present. Journal for Research in Mathematics Education, 25, 637-647.
31. Miller, J.C., & Hoffer, T.B. (1994). Longitudinal Study of American Youth: Overview of study design and data resources. DeKalb, IL: Social Science Research Institute, Northern Illinois University.
32. Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: The junior years. Wells, UK: Open Books.
33. National Assessment of Educational Progress. (1997). NAEP 1996 mathematics report card for the nation and the states. Washington, DC: National Center for Education Statistics.
34. National Science Foundation. (2000). Women, minorities, and persons with disabilities in science and engineering: 2000. Washington, DC: Author.
35. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
36. Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 26, 426-443.
37. Pajares, F., & Miller, M.D. (1994). The role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
38. Pollard, A., Broadfoot, C., Croll, P., Osborn, M., & Abbott, D. (1994). Changing English primary schools: The impact of the Education Reform Act at Key Stage One. London: Cassell.
39. Ruffel, M., Mason, J., & Allen, B. (1998). Studying attitude towards mathematics. Educational Studies in Mathematics, 35, 1-18.
40. Saburo, M., & Tsugio, K. (1996). Results of research studies on causal predominance between achievement and attitude in junior high school mathematics of Japan. Journal for Research in Mathematics Education, 27, 96-100.
41. Snow, R.E., & Farr, M.J. (Eds.). (1987). Aptitude, learning, and instruction: Cognitive and affective process analyses (Vol. 3). Hillsdale, NJ: Lawrence Erlbaum.
42. Statistics Canada. (1996). 1996 census of population. Ottawa, Canada: Author.
43. Steinback, M., & Gwizdala, J. (1995). Gender differences in mathematics attitudes of secondary students. School Science and Mathematics, 95, 36-42.
44. Stuart, V.B. (2000). Math curse or math anxiety? Teaching Children Mathematics, 6, 330-336.
45. Tartre, L.A., & Fennema, E. (1995). Mathematics achievement and gender: A longitudinal study of selected cognitive and affective variables grades 6-12. Educational Studies in Mathematics, 28, 199-217.
46. Tizard, B., Blatchford, P., Burke, J., Farquhar, C., & Plewis, I. (1988). Young children at school in the inner city. London: Lawrence Erlbaum.
47. Updegraff, K.A., & Eccles, J.S. (1996). Course enrollment as self-regulatory behavior: Who takes optional high school math courses? Learning and Individual Differences, 8, 239-260.
48. Vanayan, M., White, N., Yuen, P., & Teper, M. (1997). Beliefs and attitudes towards mathematics among third- and fifth-grade students: A descriptive study. School Science and Mathematics, 97, 345-352.
49. West, A., Hailes, J., & Sammons, P. (1997). Children's attitudes to the National Curriculum at Key Stage 1. British Educational Research Journal, 23, 597-613.
50. Willms, J.D., & Jacobsen, S. (1990). Growth in mathematics skills during the intermediate years: Sex differences and school effects. International Journal of Educational Research, 14, 157-174.