The purpose of the study was to predict mathematics achievement with self-confidence in mathematics, actual work effort in mathematics, and perceived importance of work effort in mathematics, and to investigate the gender differences with respect to those variables. The study was conducted in Ankara, Turkey with 157 eight-grade students (87 boys, 70 girls) from a private school. The following measuring instruments were used: (1) Confidence in Learning Mathematics Scale, (2) Effort as a Mediator of Mathematical Ability Scale, (3) Homeworks and Mathematics Achievement Tests. The validity and reliability of the measuring instruments were tested by the researcher. The data of this study were analyzed by using Stepwise Multiple Regression Analysis and Multivariate Analysis of Variance (MANOVA). The results of the study indicated that (1) the combined effect of three predictor variables (Self-confidence, actual work effort, and perceived Importance of work effort) on students&rsquo / mathematics achievement was significant (R2adj=0.543). Girls&rsquo / mathematics achievement was significantly (R2adj=0.531) affected by three predictor variables (Self-confidence, actual work effort, and perceived importance of work effort). Whereas for boys, two variables (Self-confidence and actual work effort) were the predictors which had a significant combined effect on mathematics achievement (R2adj=0.539). (2) There was no statistically significant mean difference between girls and boys with respect to self-confidence, actual work effort, perceived importance of work effort and mathematics achievement.

The proposed interaction between race and sex on achievement orientation has not been adequately demonstrated when cognitive measures are used. Therefore, the present study examined the effects of sex and race on attributions for achievement., Elementary level students made attributions to ability, effort, task-difficulty, or luck for 16 academic successes or failures described in a questionnaire. Girls made significantly (p < .001) fewer ability and significantly (p < .001) more effort attributions on success items than boys, regardless of their race. Six success items that had been sex-typed (3 girl, 3 boy) provided similar results. Sex-typing data indicated these subjects exhibited strong sex-role stereotypy. Results were discussed in terms of sex-typing of the individual and not the task.