A Longitudinal Analysis of Gender Differences in Affective Outcomes in Mathematics During Middle and High School

Abstract

Abstract This study examined gender differences in the rate of change in mathematics affect (attitude and anxiety toward mathematics and utility of mathematics) across middle and high school, using data from the Longitudinal Study of American Youth. Hierarchical linear models indicated no gender differences in the rate of decline in either attitude or utility, but females grew faster in anxiety than males. Schools were more responsible for variation in the male than female rate of change in mathematics affect. Student and school variables influenced the rate of change in mathematics affect in a quite different way between males and females.