Cognitive-affective determinants of performance in mathematics and verbal domains - Gender differences
G. Rouxel 2001 Learning And Individual Differences v12 p287-310

Abstract: Reviewed in this article are the few previous studies that addressed the application of structural modeling to specify the systemic organization of the relations between self-efficacy, anxiety, gender, and performance. According to an interactionist approach, one can expect rather different systems of relations when people are confronted with different academic areas and when gender is taken into account within the same area. For this study, 476 students in the fourth and fifth grades were asked to take examinations in mathematics and verbal domains and to complete several questionnaires relative to these specific domains. Quantitative, rather than qualitative, differences were observed between genders (i,e., multisample analyses). In accordance with an interactionist approach, there were structural differences between the models tested in the two domains. Finally, the results demonstrated the value of repeated measures of state anxiety to understand the evolution of the relationships with the other variables over time. (C) 2001 Elsevier Science Inc. All rights reserved.

Subject: Mathematics
Research on Learning: Ways Of Learning:In the Field, Verbal, Affective Domain:Gender Differences , Self-Efficacy, Student Motivation, Student AttitudesKeywords: gender differences, self-efficacy, anxiety, path analyses, differential psychology, Self-efficacy beliefs, developmental contextual perspective, sex-differences, academic-achievement, behavioral-change, course enrollment, test anxiety, personality, motivation,students