Gender Differences in a Psychological Model of Mathematics Achievement.

This study examined the validity of the Eccles et al. (1983) theoretical model of achievement behaviors using data from the Second International Mathematics Study. With the achievement behavior defined as performance (mathematics achievement), the dominant effects of the value of mathematics and expectations for success that are hypothesized by the model were not apparent, and effects differed for males and females. There were more direct and indirect influences on achievement from the psychological constructs for females, suggesting that the explanation of mathematics achievement within the context of this model was more complicated for females than for males.