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Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics

Content Provider	Springer Nature Link
Author	Frenzel, Anne C. Pekrun, Reinhard Goetz, Thomas
Copyright Year	2007
Abstract	This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun’s (2000, 2006) controlvalue theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due to the students’ different levels of control and value beliefs in mathematics, even when controlling for prior achievement. The structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders. The emotions and beliefs of 1,036 male and 1,017 female 5th grade students were assessed by self-report measures, and their prior mathematics achievement was assessed by academic grades. Even though girls and boys had received similar grades in mathematics, girls reported significantly less enjoyment and pride than boys, but more anxiety, hopelessness and shame. Findings suggested that the female emotional pattern was due to the girls’ low competence beliefs and domain value of mathematics, combined with their high subjective values of achievement in mathematics. Multiple-group comparisons confirmed that the structural relationships between variables were largely invariant across the genders.Cette étude porte sur les différences de genre en ce qui a trait aux “émotions mathématiques”. S’appuyant sur la théorie émotionnelle des buts d’accomplissement (“control-value theory of achievement emotions”) de Pekrun (2000, 2006), nous postulons la présence d’une différence de genre en ce qui a trait aux émotions mathématiques qui serait expliquée par les différents niveaux de perception de contrôle et de perception de valeur, spécifiques au domaine des mathématiques, présentés par les élèves. Nous avons posé comme hypothèse la présence de cette différence même une fois l’accomplissement antérieur pris en considération. En dépit des différences de moyennes de niveaux anticipées à travers des genres en ce qui a trait aux perception de contrôle et de valeur ainsi qu’aux émotions, nous avons présupposé que les rapports structur aux entre l’accomplissement antérieur, les perception de contrôle et de valeur et les émotions demeureraient invariants à travers des garçons et des filles. 1036 garçons et 1017 filles de cinquième année ont participé à l’étude. Leurs émotions, leurs perceptions de contrôle et leurs sentiments de valeur furent évalués à l’aide de questionnaires d’auto-évaluation et leur accomplissement antérieur en mathématiques fut mesuré à partir de leurs résultats académiques. Malgré le fait que les écolières et les écoliers avaient rećcu des résultats équivalents en mathématiques, les filles ont affirmé ressentir de manière significative moins de joie et de fierté que les garçons, ainsi que plus d’anxiété, de désespérance et de honte. Les résultats suggèrent que le pattern émotionnel féminin s’explique par les niveaux peu élevés du perception de contrôle et du perception d’importance accordé au domaine, ceci associé au haut niveau du perception d’accomplissement. Les comparaisons multigroupes confirment en grande partie l’invariance, à travers des genres, des rapports structuraux entre les variables.
Starting Page	497
Ending Page	514
Page Count	18
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	22
Issue Number	4
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2007-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Achievement emotions Anxiety Control-value theory Gender differences Mathematics Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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