چکیده:
The aim of the present research was to investigate gender differences in self-efficacy, achievement goals, task value, cognitive engagement, and mathematics achievement of third-year mathematics students in Mahabad city. Data obtained from 280 students (113 girls and 167 boys) were examined and analyzed. To measure the research variables, the Middleton and Migley (1997) mathematics self-efficacy questionnaire, the achievement goals scale of Migley et al. (2000), the surface strategy and deep strategy subscales of Kimber et al. (2004), and the task value subscale of Pintrich et al. (1991) were used. The results showed that girls scored higher than boys in mastery goals, task value, and mathematics achievement, but there was no significant difference between girls and boys in mathematics self-efficacy, performance-approach goals, and performance-avoidance goals. Additionally, the results of Multivariate Analysis of Variance (MANOVA) indicated that boys outperform girls in using surface strategies, but there is no significant difference between girls and boys in deep strategies.
خلاصه ماشینی:
/ Keywords Achievement goals, self-efficacy, task value, cognitive engagement, mathematics achievement *Corresponding author Date received: 2010/01/07 Date approved: 2011/02/07 Introduction Researchers have always paid attention to studying gender differences in education (Hajazi and Naqsh, 2008).
Gender differences in mathematics self-efficacy Self-efficacy, a core construct of Bandura's 1 (1986) social cognitive theory, refers to individuals' confidence in their ability to learn and master new tasks and skills in a specific academic domain such as mathematics (Pajares & Miller, 1994, 2).
Research shows that self-efficacy beliefs are important mediators of all types of behaviors related to achievement, such as effort and persistence in tasks, self-regulated strategies, 3 enrollment in educational courses, and career choice (Schunk 4 & Pajares, 2002), and this connection to achievement and related behaviors is among the important reasons for investigating gender differences in self-efficacy beliefs.
Schunk & Lillie (1984) also reached the conclusion that although girls make lower self-efficacy judgments than boys for learning a new mathematics task, no difference in achievement or self-efficacy for problem solving was observed between girls and boys in the continuation of the educational program that includes performance feedback for girls and boys (as cited in Roxel, 2008).
For example, mastery achievement goals are related to adaptive academic beliefs and behaviors such as greater persistence and effort during challenging tasks, and increased use of deeper cognitive processing strategies, and higher academic self-efficacy (Ames & Archer 1988, 1, Elliot & Church 1997, 2, Duperat & Marine 2005, 3, Hejazi et al.
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