How self-concept, self-efficacy, and grit contribute to gender differences in middle school mathematics learning in Shanghai: An analysis of global teaching insights data

Despite evidence that boys and girls perform comparably well in mathematics during middle school, girls tend to score lower on math-related psychological factors, including self-concept and self-efficacy. To gain insight into gender differences in mathematical performance, this study examines the individual and combined effects of self-concept, self-efficacy, and grit on middle school students’ mathematics achievement, as well as gender differences in these relationships. Using a subsample from the Global Teaching Insights, data from 2592 Chinese students were analyzed using multigroup structural equation modeling. Key findings indicate that girls did not underperform in mathematics compared to boys. Regardless of gender, mathematics self-concept and self-efficacy were strongly correlated, and both made positive contributions to students’ math performance, even after controlling for prior achievement. Grit also predicted posttest scores, especially for girls, though its effect was notably weaker than that of self-concept and self-efficacy. Importantly, gender differences emerged: girls reported significantly lower math self-concept; self-concept and self-efficacy played a more prominent role in predicting boys’ performance, whereas the influences of grit and parental support were stronger for girls. These findings underscore the complex interplay of the psychosocial factors and highlight the importance of fostering self-concept and self-efficacy to support long-term success in mathematics.