Causal attributions for achievement, gender roles and stereotypes as determinants of educationala outcomes in mathematics

Jurjević, Anamarija. (2013). Causal attributions for achievement, gender roles and stereotypes as determinants of educationala outcomes in mathematics. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Pavlin-Bernardić, Nina].

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Abstract

The aim of this study was to examine the role of gender, type of high school programme, attributions for achievement, gender roles, stereotypes, and expectancy and value in explaining students' educational achievement and selection in mathematics. Expectancy-value model developed by Eccles et al. (1983) was used as a theoretical framework of the study. The study included 337 third-year students from high schools in Zadar and Zagreb. The impact of aforementioned variables on educational outcomes was examined by hierarchical regression analyses. In total, predictor variables explain 63.6% of the variance in school grades in mathematics. Male students enrolled in mathematical high school programme, students who attribute their success to activity, motivation and personal abilities rather than to external factors, as well as students with higher level of expectancy and perceived importance of mathematics had higher school grades in mathematics. Predictors explain 64.8% of the variance of advanced level mathematics selection on graduation exams. Male students who are enrolled in mathematical high school programme and attribute their achievement to activity, motivation and personal abilities rather than to external factors and that have higher level of achievement expectancy choose advanced level mathematics on graduation exams in a greater extent. When it comes to choosing a natural science, biochemistry or technical university, predictors explain 54.6% of the variance. Male students of mathematical programme high school who attributed their achievement to activity, motivation, abilities and personality, and who have higher level of achievement expectancy and perceived mathematics utility are more likely to enroll in one of the previously mentioned university programmes.

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