GENDER-RELATED DIFFERENCES IN MATHEMATICS CONCERNING THE SUBJECTIVE EVALUATION OF ONES OWN COMPETENCE, EXPECTATION OF PERFORMANCE, ATTRIBUTIONS, LEARNING EFFORT, AND INTEREST IN THE SUBJECT

In the present study 147 students (83 girls and 64 boys, grade nine an d ten) were questioned about their general perception and evaluation o f mathematics (importance of the subject, interest in mathematics and job related importance of mathematics). They were also asked to assess themselves (competence, expectations for performance, attributions, e ffort). Although there was only a slight difference in the achievement s of boys and girls, there are nevertheless notable gender related dif ferences in the subjective evaluation of one's competence in mathemati cs, in the expectations for performance and attributions, as well as t he recorded learning effort and the assessment of the subject.