Examining Mathematics Performance and Expected Occupation of Mathematically Gifted Adolescents Using Psychosocial Factors Across Sex (Poster 38)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Mathematics Foundations, Achievement, and Applications Across Educational Levels

Abstract

The present study investigates contributions of psychosocial factors to the mathematics performance and future occupational expectations of mathematically gifted adolescents in a large-scale assessment context by utilizing data from PISA 2022. Findings suggested that there are significant sex differences among psychosocial factors in predicting mathematics performance of mathematically gifted females and males such as mathematics anxiety since it did not significantly predict performance of females where it did for males. Mathematics performance was also a significant predictor of future occupational expectations in which males exhibited slightly stronger positive expectations than females. Findings highlighted the importance of tailoring educational strategies to enhance psychosocial factors across sexes as it provided valuable insights for policymakers and educators to support mathematically gifted adolescents.

Authors

• Serife Bilgic-Erdem, College of William & Mary

• Onur Ramazan, Chinese University of Hong Kong