Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics

摘要: This study analyzed gender differences in achievement emotions the domain of mathematics. Based on Pekrun’s (2000, 2006) controlvalue theory emotions, we hypothesized that there are mathematics due to students’ different levels control and value beliefs mathematics, even when controlling for prior achievement. The structural relationships between achievement, beliefs, were assumed be invariant across girls boys spite mean level genders. 1,036 male 1,017 female 5th grade students assessed by self-report measures, their was academic grades. Even though had received similar grades reported significantly less enjoyment pride than boys, but more anxiety, hopelessness shame. Findings suggested emotional pattern girls’ low competence combined with high subjective values Multiple-group comparisons confirmed variables largely