A structural model of mathematics achievement was tested with 117 male and 108 female high school seniors. Two attitude measures, 3 mathematics self-efficacy scales, and a mathematics achievement test were administered in the same order to all the subjects. Teacher-assigned marks in a selected mathematics course the subjects were taking were also obtained. The covariance matrices of boys and girls were analyzed with a 2-group LISREL procedure. The LISREL model specified mathematics self-efficacy as a mediator between mathematics attitude and achievement. The postulated model for similarly specified parameters was a good fit to the data for both boys and girls
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Randhawa et al. (1993) studied this question.