TY - JOUR
T1 - Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students
T2 - the gender moderating effect
AU - Huang, Xiaoxia
AU - Zhang, Jie
AU - Hudson, Laura
N1 - Publisher Copyright:
© 2018, Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Nature B.V.
PY - 2019/7/15
Y1 - 2019/7/15
N2 - This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting mathematics and science career interest in middle school students, while controlling for student math level. One hundred fifty-two seventh-grade students in a middle school in the USA participated in the study. Results revealed both similarities and differences on the relation among the intended variables by gender. The path analyses showed that, for boys, mathematics self-efficacy mediated the relation between implicit theories of intelligence and mathematics and science career interest. In addition, student mathematics level exerted a direct impact on mathematics anxiety, growth mindset, and career interest for boys. For girls, mathematics anxiety exerted a direct impact on their career interest. Implications of the results are discussed.
AB - This study tested a proposed model consisting of mathematics anxiety, mathematics self-efficacy, and implicit theories of intelligence in predicting mathematics and science career interest in middle school students, while controlling for student math level. One hundred fifty-two seventh-grade students in a middle school in the USA participated in the study. Results revealed both similarities and differences on the relation among the intended variables by gender. The path analyses showed that, for boys, mathematics self-efficacy mediated the relation between implicit theories of intelligence and mathematics and science career interest. In addition, student mathematics level exerted a direct impact on mathematics anxiety, growth mindset, and career interest for boys. For girls, mathematics anxiety exerted a direct impact on their career interest. Implications of the results are discussed.
KW - Anxiety
KW - Career interest
KW - Gender difference
KW - Implicit theories of intelligence
KW - Self-efficacy
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U2 - 10.1007/s10212-018-0403-z
DO - 10.1007/s10212-018-0403-z
M3 - Article
AN - SCOPUS:85053625378
SN - 0256-2928
VL - 34
SP - 621
EP - 640
JO - European Journal of Psychology of Education
JF - European Journal of Psychology of Education
IS - 3
ER -