Research Information System
American Educational Research Association (AERA), Colorado, United States Of America, 23 - 27 April 2025, (Full Text)
The present study investigates contributions of psychosocial factors to the mathematics
performance and future occupational expectations of mathematically gifted adolescents in a
large-scale assessment context by utilizing data from PISA 2022. Findings suggested that there
are significant sex differences among psychosocial factors in predicting mathematics
performance of mathematically gifted females and males such as mathematics anxiety since it
did not significantly predict performance of females where it did for males. Mathematics
performance was also a significant predictor of future occupational expectations in which males
exhibited slightly stronger positive expectations than females. Findings highlighted the
importance of tailoring educational strategies to enhance psychosocial factors across sexes as it
provided valuable insights for policymakers and educators to support mathematically gifted
adolescents.