J. Gutbezahl, How negative expectancies and attitudes undermine females' math confidence and performance: a review of the literature
Confidence as a Predictor Abstracts
This preprint is a literature review on how negative expectancies and attitudes undermine females’ math confidence and performance. Contains a long list of references.
J. S. Hyde, E. Fennema, M. Ryan, L. A. Frost, and C. Hopp, Gender comparisons of mathematics attitudes and affect: a meta-analysis
This is a report on the authors' meta-analyses on the effects of gender differences in attitudes on mathematics performance. On the whole, effect sizes were small. Some differences in attitudes were observed and the differences seemed to increase with the age of the students. Includes: Gender differences on scales of math attitudes/affect as function of age. (table); Magnitude of gender differences on other scales of math attitudes/affect. (table); Gender differences in mathematics attitudes/affect, combining scales. (table); Gender differences in mathematics anxiety as function of selectivity. (table); Studies of gender differences in mathematics attitudes and affect. (table)
K. Kay and S. Shipman, The Confidence Gap
Evidence shows that women are less self-assured than men—and that to succeed, confidence matters as much as competence. Here's why, and what to do about it.
D. J. Stipek and J. H. Gralinski, Gender differences in children's achievement-related beliefs and emotional responses to success and failure in mathematics
Includes: Mean scores for pretest questions, by grade and gender. (table); Mean attribution scores by outcome and gender. (table); Mean scores for pride, shame, and desire to hide paper, by grade and gender. (table); Mean scores for avoidance wishes and expectations for future math tests. (table); Path analyses. (chart)