Investigating gender differences in mathematics performance and in self‐regulated learning

Source abstract

Purpose The purpose of this paper is to investigate gender differences in mathematics performance and in self‐regulated learning (SRL) in Malta. Design/methodology/approach A representative sample of 400 Grade 11 students (aged 14‐15) attending Maltese mixed‐ability schools undertook a mathematics test and responded to a questionnaire. The resulting performance and SRL measures were used to answer four questions empirically. Findings Girls performed significantly better than boys ( r = 0.2) and this difference is mainly owing to the weaker performance of low‐achieving boys. While all SRL components identified by factor analysis (self‐efficacy, intrinsic value, test anxiety and SRL strategy use) produced a significant main effect on performance, girls reported greater use of SRL strategies, boys claimed to be more self‐efficacious and intrinsically motivated while no significant gender difference was reported for test anxiety. Finally, the students' use of SRL strategies accounts for the differential performance in mathematics of Maltese boys and girls. Originality/value This empirical study confirms that gender differences constitute a potentially important source of variation in students' mathematics performance and in their SRL. The issue of increasing the students' use of SRL strategies emerges as a possible strategy aimed at combating gender differences in mathematics performance as well as the underachievement of students, particularly that of the low‐achieving boys in Maltese secondary schools.