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Title: The contribution of self-beliefs to the mathematics gender achievement gap and its link to gender equality
Authors: Sakellariou, Chris
Keywords: Social sciences::Education
Social sciences::Psychology::Applied psychology
Issue Date: 2020
Source: Sakellariou, C. (2020). The contribution of self-beliefs to the mathematics gender achievement gap and its link to gender equality. Oxford Review of Education, 46(6), 804-821. doi:10.1080/03054985.2020.1807313
Journal: Oxford Review of Education
Abstract: I brought together two strands of literature, one investigating the moderate but persistent underachievement of girls in mathematics in most countries, and the other examining the role of self-efficacy and other self-beliefs in predicting behaviour and achievement. I implemented detailed decompositions of the gender mathematics gap, both at the mean and for low and high performing students, for a large and diverse group of countries. I found considerable heterogeneity and different cross-country patterns in decomposition components and the contribution of self-beliefs. In OECD-Europe and more affluent East Asian countries, most or all the gap is explained by gender differences in self-efficacy; on the other hand, in Latin America and the Middle East, most of the gap remains unexplained. I also investigated the relationship between the gender mathematics gap-gender equity relationship across countries and found that a clearly negative association between the size of the gap and gender equality in a cross-country regression can be established after controlling for cross-country heterogeneity in gender differences in mathematics self-beliefs, which correlate with gender equality.
ISSN: 1465-3915
DOI: 10.1080/03054985.2020.1807313
Rights: This is an Accepted Manuscript of an article published by Informa UK Limited, trading as Taylor and Francis in Oxford Review of Education on 17 Sep 2020, available online:
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:SSS Journal Articles

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