References
- Altonji, J. G., Elder, T. E., & Taber, C. R. (2005). Selection on observed and unobserved variables: Assessing the effectiveness of Catholic schools. Journal of Political Economy, 113(1), 151–184. https://doi.org/https://doi.org/10.1086/426036
- Benight, C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behaviour Research and Therapy, 42(10), 1129–1148. https://doi.org/https://doi.org/10.1016/j.brat.2003.08.008
- Blinder, A. (1973). Wage discrimination: Reduced form and structural estimates. The Journal of Human Resources, 8(4), 436–455. https://doi.org/https://doi.org/10.2307/144855
- Davison, K., & Susman, E. (2001). Are hormone levels and cognitive ability related during early adolescence? International Journal of Behavioural Development, 25(5), 416–528. https://doi.org/https://doi.org/10.1080/016502501316934842
- Dickerson, A., McIntosh, S., & Valente, C. (2015). Do the maths: An analysis of the gender gap in mathematics in Africa. Economics of Education Review, 46, issue C: 1–22. https://doi.org/https://doi.org/10.1016/j.econedurev.2015.02.005
- Else-Quest, N., Hyde, J. S., & Linn, M. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103–127. https://doi.org/https://doi.org/10.1037/a0018053
- Ferla, J., Valcke, L., & Cai, Y. (2009). Academic self-efficacy and academic self- concept: Reconsidering structural relationships. Learning and Individual Differences, 19(4), 499–505. https://doi.org/https://doi.org/10.1016/j.lindif.2009.05.004
- Firpo, S., Fortin, N., & Lemieux, T. (2009). Unconditional quantile regressions. Econometrica, 77(3), 953–973. doi:https://doi.org/10.3982/ECTA6822
- Fortin, N., Lemieux, T., & Firpo, S. (2010). Decomposition methods in economics (NBER Working Paper 16045). Cambridge, MA: National Bureau of Economic Research.
- Fryer, R. G., & Levitt, S. D. (2010). An empirical analysis of the gender gap in mathematics. American Economic Journal. Applied Economics, 2(2), 210–240. doi: https://doi.org/10.1257/app.2.2.210
- Gevrek, Z. E., Neumeier, C., & Gevrek, D. (2018). Explaining the gender test score gap in mathematics: The role of gender inequality (IZA DP No. 11260). Institute for the Study of Labour.
- Guiso, L., Monte, F., Sapienza, P., & Zingales, L. (2008). Culture, gender, and math. Science: Education Forum, 320, 1164–1165. https://doi.org/https://doi.org/10.1126/science.1154094
- Hanushek, E. A., & Woessmann, L. (2010). The economics of international differences in educational achievement (IZA DP No. 4925). Institute for the Study of Labour.
- Kane, J. M., & Mertz, J. E. (2012). Debunking myths about gender and mathematics performance. Notices of the American Mathematical Society, 59(1), 10–21. https://doi.org/https://doi.org/10.1090/noti790
- Kucian, K., Loenneker, T., Dietrich, T., Martin, E., & von Aster, M. (2005). Gender differences in brain activation patterns during mental rotation and number related cognitive tasks. Psychology Science, 47(1), 112–131.
- Leung, F. K. S. (2006). Mathematics education in East Asia and the West: Does culture matter? In F. K. S. Leung, K. D. Graf, & F. J. Lopez-Real (Eds.), (2006), Mathematics education in different cultural traditions- A comparative study of East Asia and the West, pp. 21-46. NewYork: Springer..
- Little, J. A., & Rubin, D. (2002). Statistical analysis with missing data. John Wiley & Sons.
- Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520–540. https://doi.org/https://doi.org/10.2307/749772
- Marsh, H., Trautwein, U., Ludtke, O., Koller, O., & Baumert, J. (2005). Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397–416. https://doi.org/https://doi.org/10.1111/j.1467-8624.2005.00853.x
- Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its consequences for young adolescents’ course enrolment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60–70. https://doi.org/https://doi.org/10.1037/0022-0663.82.1.60
- Mittag, W., Kleine, D., & Jerusalem, M. (2002). Evaluation der schulbezogenen selbstwirksamkeit von sekundarschülern. Zeitschrift fur Padagogik, 48(Issue SUPPL., 2002), 145–173.
- Oaxaca, R. L. (1973). Male-female wage differentials in urban labor markets. International Economic Review, 14(3), 693–709. https://doi.org/https://doi.org/10.2307/2525981
- Organisation for Economic Co-operation and Development. (2009). PISA data analysis manual. OECD Publishing.
- Organisation for Economic Co-operation and Development. (2013). Lessons from PISA 2012 for the united states, strong performers and successful reformers in education. OECD Publishing.
- Organisation for Economic Co-operation and Development. (2014a). PISA 2012 results: What students know and can do – Student performance in mathematics, reading and science. OECD Publishing.
- Organisation for Economic Co-operation and Development. (2014b). PISA 2012 technical report. OECD Publishing.
- Organisation for Economic Co-operation and Development. (2017). Latin American and the Caribbean social institutions and gender index regional report. OECD Development Centre.
- Oster, E. (2017). Unobservable Selection and Coefficient Stability: Theory and Evidence. Journal of Business & Economic Statistics, 37(2), 187–204 doi:https://doi.org/10.1080/07350015.2016.1227711
- Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543–578. https://doi.org/https://doi.org/10.3102/00346543066004543
- Pajares, F., & Schunk, D. (2001). Self and self-belief in psychology and education: An historical perspective. In J. Aronson (Ed.), (2002), improving academic achievement, (pp. 3-21). New York: Academic Press.
- Perez-Felkner, L., Nix, S., & Kirby, T. (2017). Gendered pathways: How mathematics ability beliefs shape secondary and postsecondary course and degree field choices. Frontiers in Psychology, 8(article386), 1–11. https://doi.org/https://doi.org/10.3389/fpsyg.2017.00386
- Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 35–53). Routledge/Taylor & Francis Group.
- Stankov, L., Morony, S., & Lee, Y. P. (2014). Confidence: The best non-cognitive predictor of academic achievement? Educational Psychology, 34(1), 9–28. https://doi.org/https://doi.org/10.1080/01443410.2013.814194
- Stoet, G., Bailey, D., Moore, A., & Geary, D. (2016). Countries with higher levels of gender equality show larger national sex differences in mathematics anxiety and relatively lower parental mathematics valuation for girls. PLoS One, 11(4), e0153857. https://doi.org/https://doi.org/10.1371/journal.pone.0153857
- Stoet, G., & Geary, D. (2013). Sex differences in mathematics and reading achievement are inversely related: Within- and across-nation assessment of 10 years of PISA data. PLoS One, 8(3), e57988. https://doi.org/https://doi.org/10.1371/journal.pone.0057988
- Valentine, J. C., & Dubois, D. L. (2005). Effects of self-beliefs on academic achievement and vice versa. Separating the chicken from the egg. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self-research: New frontiers for self-research (Vol. 2, pp. 53–78). Information Age.