Gender and Psychological Variables as Key Factors in Mathematics Learning: A Study of Seventh Graders in Chile

Abstract

Chile is one of the countries with the largest gender gaps in high school mathematics achievement. Gender differences were studied examining the mathematics performance of 1,380 seventh grade students from 41 public schools, psychological variables related to achievement, and their perceptions of teachers’ support and expectations. Students’ self-reported attitudes and perceptions were assessed, as well as achievement at the beginning and end of the school year. Multivariate analysis of variance and co-variance, and multi-level regression analyses were performed. Significant differences were found favoring boys in mathematics achievement, motivation to learn mathematics, and math self-concept; and favoring girls regarding perceptions of teachers’ instructional support. Controlling for prior achievement, math self-concept and students’ perceptions of teacher expectations are significant predictors of mathematics achievement.