Examination of Gender Differences in the Impact of Teaching Quality on Year 9 Students' Mathematics Interest in New Zealand: A Multi-Group Comparison of 2019 TIMSS Data.

This study utilised data from the 2019 TIMSS New Zealand dataset, comprising 2,977 boys and 2,862 girls, to investigate the mediating role of confidence and values in the association between teaching quality and maths interest. Employing a structural equation model within the framework of Social Cognitive Career Theory, gender differences in each pathway were examined. Results indicate that confidence and values significantly mediate the relationship between teaching quality and maths interest. Notably, no significant differences were observed between the mediating effects of confidence and values, nor were there significant gender disparities in any pathway.