The Gender Confidence Gap in Fractions Knowledge: Gender Differences in Student Belief–Achievement Relationships

Recent research demonstrates that in many countries gender differences in mathematics achievement have virtually disappeared. Expectancy‐value theory and social cognition theory both predict that if gender differences in achievement have declined there should be a similar decline in gender differences in self‐beliefs. Extant literature is equivocal: there are studies indicating that the male over female advantage in self‐efficacy and beliefs about math learning is as strong as ever and there are studies reporting an absence of gender differences in belief. Using data from 996 grades 7–10 Canadian students, we found that gender differences in beliefs continued, even though gender differences in achievement were near zero. Gender differences, favoring males, were larger for self‐beliefs (math self‐efficacy and fear of failure) and weaker for functional and dysfunctional beliefs about math learning. There were also gender differences in the structure of a model linking beliefs about math, beliefs about self and achievement.