Sex Roles

, Volume 52, Issue 5–6, pp 351–367

Predictors of Young Adolescents’ Math Grades and Course Enrollment Intentions: Gender Similarities and Differences

  • Gail Crombie
  • Nancy Sinclair
  • Naida Silverthorn
  • Barbara M. Byrne
  • David L. DuBois
  • Anne Trinneer
Article

DOI: 10.1007/s11199-005-2678-1

Cite this article as:
Crombie, G., Sinclair, N., Silverthorn, N. et al. Sex Roles (2005) 52: 351. doi:10.1007/s11199-005-2678-1

Abstract

Gender differences and similarities in the relations of key constructs in Eccles and colleagues’ (Wigfield & Eccles, 2000) model of achievement were examined as predictors of math grades and enrollment intentions for Grade 9 boys (n = 263) and girls (n = 277). A number of gender similarities were found, particularly in the prediction of math grades. There were, however, two gender-specific paths: for girls, a direct path from competence beliefs to enrollment intentions, and for boys, a direct path from prior math grades to enrollment intentions. In addition, for boys, the path from utility value to enrollment intentions was stronger than it was for girls. These differential predictive patterns were found even though girls and boys reported similar levels of math utility and girls had lower math competence beliefs. For girls, competence beliefs were a significant predictor of both intentions and current math grades, which indicates the central role of competence beliefs.

Keywords

gender differences competence beliefs task values enrollment intentions math achievement 

Copyright information

© Springer Science + Business Media, Inc. 2005

Authors and Affiliations

  • Gail Crombie
    • 1
    • 3
  • Nancy Sinclair
    • 1
  • Naida Silverthorn
    • 1
  • Barbara M. Byrne
    • 1
  • David L. DuBois
    • 2
  • Anne Trinneer
    • 1
  1. 1.University of OttawaOttawaCanada
  2. 2.University of Illinois at ChicagoChicago
  3. 3.120 University, School of PsychologyUniversity of OttawaOttawaCanada

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