英文摘要 |
This study utilizes data from the PISA 2022 assessment to investigate whether gender disparities persist in mathematical self-efficacy among Taiwanese students. Specifically, we explore whether these differences stem from variations in mathematical proficiency. The research findings reveal significant gender differences in both indicators of mathematical self-efficacy. However, when examining mathematical proficiency, no sig¬nificant disparities are observed between female and male students. Con¬sequently, it can be inferred that gender differences in mathematical self-efficacy among Taiwanese students do not arise from objective variations in mathematical proficiency. Further regression analysis demonstrates that both mathematical proficiency and gender significantly correlate with students’mathematical self-efficacy, while no significant differences in the correlation between mathematical proficiency and mathematical self-efficacy across different genders. Based on these analytical results, we recommend increased attention to fostering students’mathematical self-efficacy to promote gender equality in mathematics education. |