Non-cognitive motivational influences on boys' and girls' in secondary school mathematics

Researcher Thomas Braas

For boys and girls in mathematics class, achievement has long passed as the only determinant of future academic choices. More and more, research is focused on non-cognitive motivational influences that can help predict STEM aspirations, such as stereotypes, perceptions of competence and interest and the curriculum rather than its learning outcome.

This project tries to combine these facets by investigating common stereotypical associations of mathematics with either boys or girls, and how this might affect students' feelings of competence in school. Additionally, it investigates how changing school curriculum, specifically by means of cognitive activation, could possibly have additional beneficial effects apart from the obvious intended improved learning outcomes. Hopefully, this will add more knowledge on our current understanding of why girls are still underrepresented in mathematics, and perhaps show some of the complexity in decision-making that each of these students will go through.

The project is implemented online in full, with students participating in their own time outside of school, and is done on a voluntary basis.