{"id":{"repo_id":"wvu","oai_identifier":"oai:researchrepository.wvu.edu:etd-1837"},"canonical_url":"https://search.dev.ndltd.org/etd/wvu/oai:researchrepository.wvu.edu:etd-1837","repository":{"repo_id":"wvu","name":"West Virginia University","base_url":"https://researchrepository.wvu.edu/do/oai/"},"display":{"title":"Comparing math self-efficacy in middle school girls","abstract":"There have been no previous studies in the self-efficacy or single-sex schools literature that have looked at the possible relationship between self-efficacy expectations and type of school. This study compared mathematics self-efficacy of sixth, seventh, and eighth grade girls in a single-sex and a co-educational school. Four measures, including a personal background questionnaire, were used to collect data. Results showed a correlation for type of school and importance of mathematics. Contrary to assumptions made by the researcher, girls in the co-educational school scored consistently higher on all measures used. The results of this research suggest that it will take more than single-sex schooling to improve girls' attitudes about math and their participation in technological careers.","abstract_html":"There have been no previous studies in the self-efficacy or single-sex schools literature that have looked at the possible relationship between self-efficacy expectations and type of school. This study compared mathematics self-efficacy of sixth, seventh, and eighth grade girls in a single-sex and a co-educational school. Four measures, including a personal background questionnaire, were used to collect data. Results showed a correlation for type of school and importance of mathematics. Contrary to assumptions made by the researcher, girls in the co-educational school scored consistently higher on all measures used. The results of this research suggest that it will take more than single-sex schooling to improve girls' attitudes about math and their participation in technological careers.","abstract_has_math":false,"creators":["Rodriguez, AnaGloria"],"institution":null,"degree_name":"MA","degree_level":"Thesis","degree_discipline":"Learning Sciences and Human Development","degree_department":null,"school":null,"contributors":["Andrew Katayama","Neal Shambaugh","Patricia Haught","Anne Nardi"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-12-01T08:00:00Z","date_published":"2003-12-01T08:00:00Z","updated_at":"2026-07-24T06:15:01Z","subjects":["Mathematics education","Secondary education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://researchrepository.wvu.edu/etd/834"],"render_values":[{"text":"https://researchrepository.wvu.edu/etd/834","href":"https://researchrepository.wvu.edu/etd/834","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.33915/etd.834","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Andrew Katayama","Neal Shambaugh","Patricia Haught","Anne Nardi"]},{"key":"dc:creator","label":"Author","values":["Rodriguez, AnaGloria"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-01-17T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning Sciences and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mathematics education","Secondary education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.33915/etd.834","https://researchrepository.wvu.edu/etd/834"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There have been no previous studies in the self-efficacy or single-sex schools literature that have looked at the possible relationship between self-efficacy expectations and type of school. This study compared mathematics self-efficacy of sixth, seventh, and eighth grade girls in a single-sex and a co-educational school. Four measures, including a personal background questionnaire, were used to collect data. Results showed a correlation for type of school and importance of mathematics. Contrary to assumptions made by the researcher, girls in the co-educational school scored consistently higher on all measures used. The results of this research suggest that it will take more than single-sex schooling to improve girls' attitudes about math and their participation in technological careers."]},{"key":"dc:title","label":"Title","values":["Comparing math self-efficacy in middle school girls"]}]}],"canonical_facts":{"dc:contributor":["Andrew Katayama","Neal Shambaugh","Patricia Haught","Anne Nardi"],"dc:creator":["Rodriguez, AnaGloria"],"dc:date.available":["2019-01-17T08:00:00Z"],"dc:description.abstract":["There have been no previous studies in the self-efficacy or single-sex schools literature that have looked at the possible relationship between self-efficacy expectations and type of school. This study compared mathematics self-efficacy of sixth, seventh, and eighth grade girls in a single-sex and a co-educational school. Four measures, including a personal background questionnaire, were used to collect data. Results showed a correlation for type of school and importance of mathematics. Contrary to assumptions made by the researcher, girls in the co-educational school scored consistently higher on all measures used. The results of this research suggest that it will take more than single-sex schooling to improve girls' attitudes about math and their participation in technological careers."],"dc:identifier":["https://doi.org/10.33915/etd.834","https://researchrepository.wvu.edu/etd/834"],"dc:subject":["Mathematics education","Secondary education"],"dc:title":["Comparing math self-efficacy in middle school girls"],"thesis:degree_discipline":["Learning Sciences and Human Development"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["MA"]},"updated_at":"2026-07-24T06:15:01Z"}