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An understanding of the differences in the ways in which self-efficacy and interest influence boys’ and girls’ intentions
to continue enrollment in mathematics courses may provide insight into how to encourage continued mathematics enrollment for
all students. Two competing theoretical models of mathematics self-efficacy and interest in predicting students’ enrollment
intentions and achievement were evaluated separately across samples of middle level boys and girls. One model was empirically
supported for both groups and indicated the independent influence of self-efficacy and interest in predicting enrollment intentions.
Multi-group analyses revealed that self-efficacy’s influence in enrollment intentions and achievement was significantly stronger
for boys than for girls, and interest was significantly more important in the prediction of enrollment intentions for girls
than for boys. 相似文献
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