How Self-Concept, Self-Efficacy, and Grit Contribute to Gender Differences in Middle School Mathematics Learning

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Addressing Identity Development in Mathematics Classrooms: Are We Helping or Hurting Our Students?

Abstract

This study examines the effects of self-concept, self-efficacy, and grit on middle school students’ mathematics performance, as well as the gender differences in these relationships. Multi-group structural equation modeling was used to analyze data collected from approximately 2,600 Chinese students. Key findings indicate that girls did not underperform in mathematics compared to boys; however, they reported significantly lower math self-concept and self-efficacy. Mathematics self-concept and self-efficacy were strongly correlated, both positively contributing to students’ mathematics performance even after controlling for prior achievement. Perseverance also predicted post-test scores for both genders, though its effect was substantially weaker than that of self-concept and self-efficacy. Finally, parental education level, as an indicator of family background, strongly influenced children’s mathematics self-concept, self-efficacy, and grit.

Authors

• Yonghong Jade Xu, University of Memphis

• Qiang Andy Cheng, University of Mississippi

• Yu Wu, University of Memphis