Girls and mathematics : A hopeless issue? An analysis of girls’ and boys’ emotional experiences in mathematics

Abstract

This study focuses on gender differences in mathematics emotions. Based on Pekrun's (2000) control-value theory of academic emotions, competence beliefs and values are assumed to be important cognitive antecedents of academic emotions mediating gender differences in students' emotional feelings. Furthermore, we hypothesized that gender-linked emotions contribute to gender differences in mathematics performance. N = 1,036 male and 1,017 female 5th grade students participated in the study, representing a broad range of student abilities and socioeconomic backgrounds. Students' emotions, competence beliefs, and value beliefs were assessed through self-report measures. A standardized mathematics test and students' academic grades were used to assess mathematics performance. Girls reported significantly less enjoyment, pride, and boredom than boys, but more anxiety, hopelessness, and shame. No significant gender differences were found for anger. The assumption that gender differences in emotions were mediated by control and value beliefs was confirmed. Regression analysis showed that the female maladaptive affective pattern was due to girls' low competence beliefs and low subjective value of mathematics, combined with high subjective values of achievement in math which were comparable to boys' achievement values. Concerning performance, grades of girls and boys did not differ significantly, but considerable gender differences were found in the standardized mathematics test. Structural equation modelling confirmed the postulated relationships between gender, competence and value beliefs, emotions, and performance in mathematics. Furthermore, a multigroup comparison procedure revealed that these functional relations were similar in boys and girls. Gender-linked differences in emotions and achievement were due to differences in mean scores of competence and value beliefs, rather than to differences in relations between variables. In conclusion, the need for interventions to improve girls' cognitive-affective attitudes towards mathematics will be discussed.