The generality of academic self-efficacy judgments was examined among 588 high school students who rated their confidence for problem solving. A first-order model with a separate self-efficacy factor for each school subject displayed the best fit, so that verbal and quantitative self-efficacy were more meaningful than general academic…

German elementary students, their teachers, and their parents responded to questionnaires concerning perceptions of mathematics ability, gender stereotypes in mathematical talent, and future expectations. Gender stereotypes held by parents interacted with the gender of the child, predicted parents' beliefs about their child's abilities, and…

Tracks 1,110 adolescents identified as mathematically precocious with plans for a math-science undergraduate major. Participants' high school educational experiences, abilities, and interests predicted whether their attained undergraduate degrees were within math-science or nonmath-nonscience areas. More women than men eventually completed…

Performance of 210 2nd graders in different areas of mathematical cognition was examined. Children were divided into 4 achievement groups. Although children with difficulties in mathematics performed worse than normally achieving groups in most areas of mathematical cognition, those with difficulty only in mathematics showed an advantage over the…

Extended the internal/external frame of reference (I/E) model of self-concept formation by relating Chinese, English, and math achievement to Chinese, English, and math self-concepts in a five year longitudinal study based on a large representative sample of Hong Kong high school students. (Author)