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Using structural equation modelling with the 2019 New Zealand TIMSS dataset (2,594 girls and 2,651 boys), results indicate that confidence and value mediate the relationship for both genders. Confidence is more pivotal for girls, while gender differences mainly arise in the value-mediated pathway. The findings highlight persistent equity challenges in New Zealand through teachers’ instruction.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-gender-differences-in-the-impact-of-instructional-clarity-on-year-9-students-mathematics-interest-in-new-zealand-a-multi-group-comparison-of-2019-timss-data/586156/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-gender-differences-in-the-impact-of-instructional-clarity-on-year-9-students-mathematics-interest-in-new-zealand-a-multi-group-comparison-of-2019-timss-data/586156.png","ImageObject",300,407,{"name":42,"@type":43},"Taylor Morgan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"How do mediation effects differ between girls and boys?","Question",{"text":63,"@type":64},"Both confidence and value mediate the relationship for boys, while confidence plays a more pivotal role for girls; gender differences are primarily observed in the value-mediated pathway.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},586156,1792064624,{"code":4,"msg":74,"data":75},"success",[76,80,84,88,93,98,103,107,112,115,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Exam",70,"exam",{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},5,"Comic",60,"comic",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},6,"Technology",50,"technology",{"id":99,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},7,"Healthcare",40,"healthcare",{"id":104,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":105,"slug":106},8,30,"research-report",{"id":108,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},9,"Religion & Spirituality",20,"religion-spirituality",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":110,"slug":114},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":55,"slug":117},"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":89,"slug":121},19,"General","general",{"code":4,"msg":74,"data":123},{"doc_id":71,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":104,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":104,"language":131,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":132,"faqs":133,"seo_title":134,"seo_description":12,"update_tm":135,"read_time":110,"preview_page_count":4},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Examining Gender Differences in the Impact of Instructional Clarity on Year 9 Students’ Mathematics Interest in New Zealand: A Multi-Group Comparison of 2019 TIMSS Data  \nHuayu Gao  \nUniversity of Auckland [hgao462@aucklanduni.ac.nz](hgao462@aucklanduni.ac.nz)  \nTanya Evans University of Auckland [t.evans@auckland.ac.nz](t.evans@auckland.ac.nz)  \nGavin T.L. Brown  \nUniversity of Auckland  \n[gt.brown@auckland.ac.nz](gt.brown@auckland.ac.nz)  \nGrounded in Social Cognitive Career Theory (SCCT), this study explores how teacher instruction clarity impacts Year 9 students ’ mathematics interest through the mediating roles of confidence and value, with a focus on gender differences. Structural equation modelling applied to the 2019 New Zealand TIMSS dataset (2,594 girls and 2,651 boys) supports the SCCT framework. While confidence and value have similar mediating effects for boys, confidence plays a more pivotal role for girls. Gender differences are primarily observed in the value-mediated pathway, underscoring persistent challenges to achieving educational equity through teachers’ instruction in New Zealand.  \nGender disparities in New Zealand ’s mathematics-intensive fields remain a persistent issue. While the proportion of female graduates in NZ tertiary education has reached an impressive 61.7%, surpassing that of their male counterparts, women ’s representation in STEM (Science, Technology, Engineering, and Mathematics) fields remains disproportionately low at only 39.9%(Organisation for Economic Co-operation and Development [OECD], 2023) . This gender segregation trend further extends to the occupation domain, as exemplified by the University of Auckland (NZ), where female faculty members in the Faculty of Science and Engineering are significantly underrepresented compared to their male colleagues, particularly in engineering disciplines (Brower & James, 2020). Without effective intervention, the current gender imbalance may persist until 2070 (Brower & James, 2020), hindering the advancement of gender equality and posing severe challenges to the cultivation of a diverse talent pool.  \nSocial Cognitive Career Theory (SCCT) offers a comprehensive theoretical framework for explaining gender differences in career choices. The theory posits that interest serves as a crucial source for individuals to set career goals; thus, investigating the formation mechanism of interest is paramount in unveiling gender disparities in the career decision-making process. According to the interest model of SCCT, self-efficacy and outcome expectations are the core social cognitive variables that influence interest formation. Self-efficacy pertains to an individual’s belief in their capability to accomplish specific tasks, whereas outcome expectations refer to an individual ’s anticipation of the potential outcomes of particular behaviours and their assessment of the value associated with these outcomes (Lent et al., 1994) . Bandura (1977) emphasised that self-efficacy typically wields a more potent influence on behavioural decisions. Furthermore, given that individuals tend to anticipate ideal outcomes in activities they perceive themselves to be proficient in, outcome expectations are partially determined by self-efficacy. Contextual and experiential factors, as antecedents of these social cognitive beliefs, exert direct or indirect effects on interest formation (Lent et al., 1994) . Specifically, these extra-personal factors not only provide information and resources related to career development but also shape individuals ’ beliefs, thereby influencing the trajectory of interest development. In the process of interest formation, gender is considered a key moderating variable. SCCT posits that gender is not merely a biological attribute but also a characteristic formed through social construction. The socialisation of gender roles renders  \nindividuals’ exposure to career-related experiences and information selective, resulting in divergent paths ","cbCailV0vDAIX6mH","https://ap.wps.com/l/cbCailV0vDAIX6mH","pdf",432638,"English","# Study focus and theoretical framework\n## Social Cognitive Career Theory (SCCT)\n# Data and methodology\n## Structural equation modelling and TIMSS data\n# Key findings and gender differences\n## Confidence and value mediation\n## Equity implications for New Zealand\n# Background and prior research\n## Gender disparities in STEM and related contexts\n## Empirical support for SCCT interest pathways\n# School and teacher factors\n## Teachers’ roles in motivation and STEM perceptions","[{\"question\":\"How do mediation effects differ between girls and boys?\",\"answer\":\"Both confidence and value mediate the relationship for boys, while confidence plays a more pivotal role for girls; gender differences are primarily observed in the value-mediated pathway.\"}]","Examining Gender Differences in the Impact of Instructional Clarity on Year 9 Students’ Mathematics Interest in New Zealand - A Multi-Group Comparison of 2019 TIMSS Data | PDF",1792057103]