[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590212-105":59,"doc-detail-590212-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","mathematics-motivation-and-mathematics-performance-does-gender-play-a-role","Mathematics Motivation and Mathematics Performance: Does Gender Play a Role?","","The study examines whether mathematics motivation helps explain gender differences in mathematics achievement. Building on prior longitudinal work, it applies multiple group structural equation modeling to test whether the earlier model fits males and females equally well. It finds females have lower motivation levels than males (except interest), while declines in motivation means from grade 9 to grade 11 occur similarly across genders, and discusses implications for understanding motivation and performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematics-motivation-and-mathematics-performance-does-gender-play-a-role/590212/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematics-motivation-and-mathematics-performance-does-gender-play-a-role/590212.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the study address?","Question",{"text":112,"@type":113},"It asks whether female students’ mathematics performance differs from male students’ performance and how mathematics motivation relates to that difference.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study model motivation and achievement over time?",{"text":117,"@type":113},"It uses longitudinal data and multiple group structural equation modeling with motivational constructs measured at grades 9 and 11, predicting grade 12 mathematics performance.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences in motivation are found between females and males?",{"text":121,"@type":113},"Females show lower motivation levels than males for all motivation variables except interest, and motivation means decline from grade 9 to grade 11 for both genders similarly.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590212,1792165990,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2024, Vol. 10, No. 1, pp. 1–17 DOI: 10. 1177/23328584241298272  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nMathematics Motivation and Mathematics Performance: Does Gender  \nPlay a Role?  \nGeorge W. Bohrnstedt  \nJizhi Zhang  \nAmerican Institutes for Research  \nMengyi Li  \nMeta Platforms, Inc.  \nSakiko Ikoma  \nBitnara Jasmine Park  \nMarkus Broer  \nAmerican Institutes for Research  \nUsing structural equation modeling, a previous study investigated the longitudinal relationships of role-related mathematics identity, efficacy, and interest to grade 12 mathematics performance. The results indicated that both mathematics identity and educational expectations at grade 11 were statistically and substantively significant predictors of grade 12 mathematics achievement in the presence of other factors such as grade 9 mathematics achievement, high school mathematics coursetaking, educational expectations at grades 9 and 11, as well as student and school background socio-demographic factors. The current study uses multiple group structural equation modeling and shows that the model derived in the previous study holds for males and females equally well. The study also found that females’ levels of motivation (except for interest) were lower than males’at both points in time and that the males’and females’means on the motivation variables declined equally from grade 9 to grade 11. Implications of the findings are discussed.  \nKeywords: Achievement, educational expectations, gender studies, identity, mathematics identity, mathematics interest, mathematics performance, mathematics self-efficacy, motivation, structural equation modeling  \nAmong the science, technology, engineering, and mathematics (STEM) subject areas, mathematics is often seen as the most important. Without a strong mathematics background, making progress toward a STEM degree and occupation can be nearly impossible (Chen & Weko, 2009; Cribbs et al., 2015; X. Wang, 2013) . Given the continued demand for STEM majors in the nation and the central role that mathematics proficiency plays in attaining a STEM degree, an important question is: How well do female students do in mathematics compared to male students?  \nStudies based on nationally representative datasets, such as the Early Childhood Longitudinal Study, Kindergarten Class of 1998−99 (ECLS-K), indicated that while young male and young female students scored similarly on measures of mathematics proficiency in kindergarten, substantial disparities favoring male students began to develop by third grade (Ganley & Lubienski, 2016; Robinson & Lubienski, 2011) . A replication of the ECLS-K study 12 years later, in the Early Childhood Longitudinal Study, Kindergarten Class of 2010−11 (ECLS-K:2011), showed a  \nsimilar pattern. By grade 2, there was a disparity of nearly .2 standard deviations between boys and girls (Cimpian et al., 2016). However, an examination of differences by sex using the National Assessment of Educational Progress (NAEP) at grade 4 found smaller differences than those found using the ECLS-K studies—1 point on a 500-point scale in 2013, 2 points in both 2015 and 2017, and 3 points in 2019.1 In grade 12, the disparity was 3 points each in 2013, 2015, and 2019.1 Importantly, even these 3-point differences are less than a tenth of a standard deviation on the NAEP scale, considering the median standard deviation of about 35 across the 3 years in grade 12.  \nA study of 10 states’ mathematical assessment scores, encompassing over seven million students, found virtually no evidence of a difference in the mathematics performance of male and female students when data were aggregated across grades levels ranging from 2 to 11 (Hyde et al., 2008) .2 A meta-analysis by a subset of the same authors (Hyde & L","cbCaimToWfA1feUY","https://ap.wps.com/l/cbCaimToWfA1feUY","pdf",1388850,17,"English","# Mathematics motivation and performance\n## Research background and prior findings\n## Conceptual model and longitudinal design\n## Gender comparisons and motivation patterns\n## Implications","[{\"question\":\"What research question does the study address?\",\"answer\":\"It asks whether female students’ mathematics performance differs from male students’ performance and how mathematics motivation relates to that difference.\"},{\"question\":\"How does the study model motivation and achievement over time?\",\"answer\":\"It uses longitudinal data and multiple group structural equation modeling with motivational constructs measured at grades 9 and 11, predicting grade 12 mathematics performance.\"},{\"question\":\"What differences in motivation are found between females and males?\",\"answer\":\"Females show lower motivation levels than males for all motivation variables except interest, and motivation means decline from grade 9 to grade 11 for both genders similarly.\"}]","Mathematics Motivation and Mathematics Performance: Does Gender Play a Role? | PDF",1792069085,43]