Investigating “The Old Stereotype” about Boys/Girls and Mathematics: Gender Differences in Implicit Theory of Intelligence and Mathematics Self-efficacy Beliefs

Abstract

The implicit theory of intelligence postulates that an individual's main beliefs about the fixed or malleable nature of intelligence have the power to determine the ways she or he acts in school settings and engages in learning. Some individuals tend to believe that a person is born with a certain fixed amount of intelligence that is uncontrollable and cannot be changed through effort (an entity theory). Others view intelligence as a malleable and controllable quality that can be developed through learning and study (an incremental theory). Research has found that the one's dominant implicit theory of intelligence has important consequences for goal orientation, attributions, affect and behavior in school context. Perceived self-efficacy is defined as people's beliefs about their capabilities to obtain an expected level of performance. In school, self-efficacy beliefs determine how students feel, think, motivate themselves and behave. Several studies have shown significant differences between male and female students in mathematics self-efficacy. The aims of this study are: 1. to investigate a possible relation between studentś implicit theories of intelligence and their mathematics self-efficacy beliefs; 2. to investigate gender differences in implicit theories of intelligence and mathematics self-efficacy beliefs. The participants were 108 college students aged 14 to 18 years, 63 females and 45 males. The assessment instruments were: The Implicit Theory of Intelligence Scale (ITIS; Abd-El Fattah & Yates, 2005); The Mathematics-Oriented Implicit Theory of Intelligence Scale (MOITIS); The Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) (May, 2009). The overall results showed significant gender differences in both constructs (dominant implicit theory of intelligence and mathematics self-efficacy beliefs). Significant correlations between implicit theories of intelligence and mathematics self-efficacy beliefs were observed. The results are discussed in a cultural, social and educational context. Implications for learning are also discussed.