Mathematical Self-Efficacy Gender Differences In Gifted/Talented Adolescents

Abstract

Gifted/talented high school students completed the Mathematical Self-Efficacy Scale, an instrument developed by Betz and Hackett (1983). Items in the scale asked the students to indicate their degree of confidence regarding successful completion of everyday mathematics tasks, number sequences, mathematics-based college courses, and mathematics problems. The mean self-efficacy ratings given on the items were analyzed for significant gender differences. Results indicated that mates had stronger self-efficacy expectations than females on more than one fourth of the items, whereas females reported stronger self-efficacy expectations on only a few items that involved stereotypical female activities. Implications of the findings for the process of educational decision making are discussed.