4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 5 5.1 5.2
Jews Muslims
Male Female 9.2.1.2.2. Approach goals: Gender*Religion
Significant interactions have been found [F(1,768)=3.90, p<.05)
Among Jews boys had higher approach goals than girls [means (sd): 4.61 (.07), 4.40 (.06) respectively];
Among Muslims boys had lower approach goals than girls [means (sd): 4.99 (.01), 5.17 (.07) respectively].
9.2.1.2.3. Approach goals: Religion*Grade
Almost significant interactions have been found [F(3,768)=2.28, p=.078)
Among Jews approach motivation increased from grade 7 to 8 and decreased from grade 8 to 9 and 9 to 10 [means (sd): 4.44 (.10), 4.59 (.09), 4.55 (.08), and 4.43 (.09) in grades 7-10 respectively];
Approach motivation
4 4.2 4.4 4.6 4.8 5 5.2 5.4
7th 8th 9th 10th
Jews Muslims
Among Muslims approach motivation increased from grade 7 to 8, decreased from grade 8 to 9 and increased from grade 9 to 10 [means (sd): 5.08 (.12), 5.21 (.12), 4.85 (.11), and 5.34 (.11) in grades 7-10 respectively].
9.2.1.3. Avoidance goals
9.2.1.3.1. Avoidance goals: Gender
Significant differences have been found [F(1,763)=8.27, p<.01)
Boys scored higher than girls [means (sd): 3.83 (.07), 3.61 (.06) respectively].
9.2.1.3.2. Avoidance goals: Religion
Significant differences have been found [F(1,763)=19.85, p<.001)
Jews scored lower than Muslims [means (sd): 3.53 (.05), 3.92 (.07) respectively].
9.2.2. Studying achievements and aspirations
9.2.2.1. Achievements: Gender
No significant gender differences regarding either expected or actual math grade was observed.
9.2.2.2. Achievement and aspirations: Religion
A significant difference was found between Jews and Muslims both in expected and actual grades [F(1,647)=23.88, p<.001]
Jews were found to have significantly lower scores than Muslims in
Expected grade: [means (sd): 80.48 (.39) and 86.10 (.58)] respectively; and in Actual grade: [means (sd): 85.33 (.59) and 87.43 (.43)] respectively.
Though the main effect was highly significant, the gap between the expected and the actual grade was much larger among Jews than among Muslims. It seems that the main effect was created mainly because of the gap in the expected grade between Jews and Muslims
A significant difference occurred [F(3,634))=4.52, p<.01)];
Grades
80 82 84 86 88
Jews Muslims
Expected Actual
A grade decline happened in grade 9 [means (sd): 84.45 (.84), 84.43 (.74), 81.27 (.61), and 84.04 (.76) for grades 7-10 respectively].
9.2.2.3. Achievements and aspirations: Grade
Significant differences were found among the 4 examined grades in expected and actual grades [F(1,637)=4.62, p<.003]
Grades were found to decrease from grade 7 to 8 and from 8 to 9, and then – to increase from grade 9 to 10 [means (sd): 87.89 (.94), 85.04 (.81), 81.70 (.69), and 85.36 (.71) respectively].
9.2.2.4. Achievements and aspirations: Gender*Grade
An almost significant interaction was found among the 4 examined grades for the two genders: [F(3,634)=2.37, p=.069]
While boys outperformed girls in grade 7 and 8, girls scored higher than boys in grades 9 and 10
In grade 7: means (sd): 89.57 (1.52) and 86.2 (1.10);
In grade 8: means (sd): 86.13 (1.25) and 83.96 (1.03);
In grade 9: means (sd): 80.99 (1.02) and 82.42 (.93);
And in grade 10: means (sd): 82.30 (1.21) and 86.88 (.87) respectively.
9.2.2.5. Achievement and aspirations: Zeitlin versusAlliance
A particularly interesting comparison between the grades of Zeitlin and Alliance schools: both are located in Tel Aviv, both are selective, both are considered as belonging to the first league of high schools.
Let us see the comparison regarding the actual grades of these two schools. It should be noted that while differences regarding the schools and schools with the level-grade are significant at the p<.000 level, the achievements differences at the grade-level level are only hardly significant (p=.057).
Achievement: Gender*Grade
80 81 82 83 84 85 86 87 88 89 90
7th 8th 9th 10th
boys girls
An almost significant interaction was found among the 4 examined grades for the two genders: [F(3,469)=2.52, p=.057]
Actual grade
76 80 84 88 92
7th 8th 9th 10th
Zeitlin Aliance
While in grade 7 the Alliance students outperformed those of Zeitlin substantially, in grade 9 the Zeitlin students outperformed those of Alliance and in grades 8 and 9 the achievements of students of these two schools were very similar:
In grade 7: means (sd): 94.10 (1.41) and 77.04 (2.38);
In grade 8: means (sd): 86.55 (1.67) and 85.13 (1.53);
In grade 9: means (sd): 80.71 (1.55) and 83.59 (1.15);
In grade 10: means (sd): 84.89 (1.94) and 83.26 (1.65)] for Alliance and Zeitlin respectively.
9.2.3. Studying value of mathematics
9.2.3.1. Value of math: Religion
A significant difference was found between Jews and Muslims: [F(1,788)=17.08, p<.001)]
Jews valued mathematics less than Muslims [means (sd): 4.65 (.04) and 4.97 (.06) respectively].
9.2.3.2. Value of math: Grade
Significant differences were found among the four examined grades [F(3,788)=4.55, p<.01)]
A decrease in valuing mathematics was observed from grade 7 to 8, 8 to 9, and 9 to 10 [means (sd): 4.96 (.07), 4.88 (.07), 4.73 (.07), and 4.56 (.07) for grades 7-10 respectively].
9.2.3.3. Value of math: Religion*Grade
Significant interactions were found among the four examined grades between Jews and Muslims [F(3,788)=2.72, p<.05)]
Among Jews a significant decline occurred between grade 9 and 10, though there was a tendency towards decreasing the value of math during each pair of
subsequent years.
Among Muslims a significant decrease occurred between grade 8 and 9, a significant increase – between grade 9 and 10.
In grades 7, 8, and 10 Muslims score higher than Jews regarding valuing mathematics.
In grade 7: means (sd): 4.83 (.10) and 5.10 (.11);
In grade 8: means (sd): 4.74 (.09) and 5.02 (.11);
In grade 9: means (sd): 4.70 (.07) and 4.76 (.10);
And in grade 10: means (sd): 4.34 (.09) and 5.02 (.11)] for Jews and Muslims respectively.
9.2.4. Studying believability in math abilities or math self-concept
9.2.4.1. Believability in math abilities: Gender
Significant gender differences were found [F(1,790)=10.36, p=.001)]
Boys scored higher than girls [means (sd): 4.56 (.06), 4.29 (.05) respectively].
9.2.4.2. Believability in math abilities: Religion
Significant differences between Jews and Muslims were found [F(1,790)=16.36, p<.001)]
Jews scored higher than Muslims: [means (sd): 4.57 (.05), 4.24 (.06) respectively].
9.2.4.3. Believability in math abilities: Grade
Significant differences were found among the four examined grades [F(1,790)=11.90, p<.001]
Significant decreases were observed from grade 7 to 8 and 8 to 9; significant increases – from grade 9 to 10 [means (sd): 4.71 (.08), 4.36 (.08), 4.11 (.07), and 4.52 (.07) for grades 7-10 respectively].
Value
4 4.2 4.4 4.6 4.8 5 5.2 5.4
7th 8th 9th 10th
Jews Muslims
9.2.4.4. Believability in math abilities: Gender*Religion
Significant interactions were found [F(1,790)=8.51, p<.01]
Among Jews large significant gender difference were found [means (sd) 4.81 (.07), 4.33 (.06) for boys and girls respectively];
Among Muslims no significant gender differences were found [means (sd): 4.23 (.10), 4.25 (.08)] for boys and girls respectively].
9.2.5. Studying mathematical helplessness 9.2.5.1. Helplessness: Religion
Significant differences were found [F(1,787)=24.90, p<.001]
Jews scored significantly lower than Muslims [means (sd): 2.44 (.05), 2.99 (.07)]
respectively].
9.2.5.2. Helplessness: Grade
Significant differences were observed [F(3, 787)=4.66, p<.01]
A significant increase was found from grade 7 to 8 and 8 to 9; a significant decline was observed from grade 9 to 10 [means (sd): 2.54 (.09), 2.63 (.09), 2.94 (.08), and 2.58 (.09) in grades 7-10 respectively].
9.2.5.3. Helplessness: Gender*Grade
An almost significant interaction was observed [F(3, 787)=2.42, p=.65]
Believability in math abilities
4 4.2 4.4 4.6 4.8 5
Jews Muslims
boys girls
Boys:
Among boys there was a decline – though not significant – from grade 7 to 8.
The largest significant change between two subsequent grades was a decrease between grade 9 and 10 [means (sd): 2.63 (.24), 2.42 (.13), 2.94 (.11), and 2.29 (.15) for grades 7-10 respectively].
Girls:
Girls scored significantly higher than boys in grades 8 and 10 [grade 8: means (sd): 2.84 (.12), 2.42 (.13); grade 10: means (sd): 2.72 (.10), 2.28 (.15) for girls and boys respectively];
Among girls the largest increase in helplessness occurred between grade 7 and 8.
A large decrease in helplessness occurred between grade 9 and 10 [means (sd):
2.44 (.12), 2.84 (.12), 2.94 (.10), and 2.72 (.10) for grades 7-10 respectively].
9.2.5.4. Helplessness: Religion*Grade
An almost significant interaction was observed [F(3, 787)=2.51, p=.58]
In all grades Muslims scored higher than Jews.
Grade 7: [means (sd): 2.31 (.12), 2.76 (.14) for Jews and Muslims respectively]
Grade 8: [means (sd): 2.42 (.11), 2.83 (.14) for Jews and Muslims respectively]
Grade 9: [means (sd): 2.53 (.09), 3.34 (.13) for Jews and Muslims respectively]
Grade 10: [means (sd): 2.49 (.11), 2.74 (.14) for Jews and Muslims respectively].
Helplessness
2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3
7th 8th 9th 10th
boys girls
Helplessness
2 2.2 2.4 2.6 2.8 3 3.2 3.4
7th 8th 9th 10th
Jews Muslims
9.2.6. Studying IPT 9.2.6.1. IPT: Religion
A significant difference was observed [F(1, 788)=18.97, p<.001]
Jews were holding a higher level of rigid theory of intelligence regarding mathematics than Muslims [means (sd): 2.44 (sd=.04), 2.12 (sd=.06) respectively].
9.2.6.2. IPT: Grade
A significant difference was observed [F(3, 788)=3.21, p<.05]
The perception of intelligence as rigid became stronger from grade 7 to 8 and 8 to 9, and decreased from grade 9 to 10 [means (sd): 2.14 (.07), 2.26 (.07), 2.43 (.06), 2.37 (.07) in grades 7-10 respectively].
9.2.6.3. IPT: Religion*Grade
A significant interaction was observed [F(3, 788)=4.04, p<.01]
A gradual increase was observed from grade 7 to 10 among Jews: [means (sd):
2.28 (.10), 2.25 (.09), 2.42 (.07) and 2.63 (.09) in grades 7-10 respectively];
Muslims scored lower than Jews in grades 7, 8, and 10, namely, they believed more than Jews in incremental theory of intelligence. In addition, a substantial decrease in believability in the perception as intelligent a rigid occurred from grade 9 to 10 [means (sd): 1.99 (.11), 2.07 (.11), 2.43 (.10), and 1.85 (.11) in grades 7-10 respectively].
9.2.7. Stability of math abilities
9.2.7.1. Stability of math abilities: Religion
A significant difference was observed [F(1,787)=7.00, p<.01]
Jews believed more than Muslims in stability of math abilities [means (sd): 2.73 (.04), 2.57 (.05) respectively].
9.2.7.2. Stability of math abilities: Grade
A significant difference was observed [F(3, 787)=4.79, p<.01]
IPT
1.7 1.9 2.1 2.3 2.5 2.7 2.9 3.1 3.3
7th 8th 9th 10th
Jews Muslims
Stability of math abilities increased from grade 7 to 8 and 8 to 9, and decreased from grade 9 t 10 [means (sd): 2.50 (.07), 2.63 (.06), 2.82 (.06), and 2.68 (.06) in grades 7-10 respectively].
9.2.7.3. Stability of math abilities: Religion*Grade
A significant interaction was observed [F(3, 787)=3.37, p<.05]
Among Jews: A gradual increase from grade 7 to 10; the difference was significant only from grade 7 to 10 [means (sd): 2.63 (.09), 2.71 (.08), 2.76 (.06), and 2.82 (.08) in grades 7-10 respectively];
Among Muslims: a gradual increase from grade 7 to 9; the difference is significant from grade 8 to 9; A significant decrease from grade 9 to 10 [means (sd): 2.37 (.10), 2.55 (.10), 2.88 (.09), and 2.41 (.10) for grades 7-10 respectively].
9.2.8. Mathematical anxiety
9.2.8.1. Math anxiety: Gender
A significant gender difference was found in math anxiety [F(1, 787)=7.03, p<.01]
Males had a higher anxiety level than females [means (sd): 2.85 (.06), 2.71 (.05) respectively].
9.2.8.2. Math anxiety: Religion
A significant difference was found in math anxiety [F(1, 787)=79.05, p<.001]
Jews had a lower level of anxiety than Muslims [means (sd): 2.45 (.05), 3.15 (.07) respectively].
9.2.8.3. Math anxiety: Grade
A significant difference was found in math anxiety [F(3, 787)=5.25, p=.001]
Math anxiety increased from grade 7 to 8 and 8 to 9, and decreased from grade 9 to 10 [means (sd): 2.54 (.09), 2.89 (.08), 2.91 (.07), and 2.76 (.08) in grades 7-10 respectively].
Stability of math abilities
2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3
7th 8th 9th 10th
Jews Muslims
9.2.8.4. Math anxiety: Gender*Religion
A significant interaction was found in math anxiety [F(3, 787)=7.24, p<.01]
Among Jews the levels of math anxiety were similar for the two genders [means (sd): 2.46 (.08), 2.44 (.07) for males and females respectively];
Among Muslims math anxiety was much higher among boys than among girls [means (sd): 3.37 (.11), 2.98 (.82) respectively].
9.2.9. Preference of an afternoon mathematics class
9.2.9.1. Preference: Religion
A significant difference was found in preference of an afternoon math class [F(1, 724)=81.78, p<.001]
Jews scored lower than Muslims [means (sd): 3.33 (.07), 4.57 (.11) respectively].
9.2.9.2. Preference: Religion*Grade
A significant interaction was found in preference of an afternoon math class [F(3, 724)=5.26, p=.001]