Course selections of girls and boys in mathematics: The role of academic self-concept and interest

Data of n = 934 students from academically selected secondary schools were collected at the end of grade 10 and in the middle of grade 12 in order to predict course selections in mathematics, i.e, the choice of an advanced or basic course. Based upon the extended expectancy-value model by Eccles (19 83, 1994), achievement scores (standardized test), grades, academic self-co ncept, and interest in mathematics were measured at the end of grade 10. Da ta on course selections were collected in grade 12. Logistic regression ana lyses underline the predictive power of grades, interest, and self-concept for advanced math course choice. These findings, however, do not vary betwe en girls and boys. Regarding sex differences in course selections, the find ings suggest that the more frequent choice of advanced math courses by boys is in part mediated by the academic self-concept and interest.