Creative Self-efficacy in Mathematics and Choice of Science-oriented Classes (STEM) in Secondary School: The Role of Gender
Creative Self-efficacy in Mathematics and Choice of Science-oriented Classes (STEM) in Secondary School: The Role of Gender

Summary/Abstract: This study explores the role of creative self-efficacy in mathematics in shaping students’ choices of science, technology, engineering and technology (STEM) classes in secondary school, with a particular focus on gender differences. A sample of 185 eighth-grade students from the Mazovian Voivodeship in Poland completed measures of creative self-efficacy, creative personality traits, math skills, and school achievement. Results showed that boys reported higher creative self-efficacy in mathematics than girls, which was associated with a stronger preference for choosing STEM subjects. For girls, creative self-efficacy was primarily predicted by math grades, while for boys it was additionally linked to creative personality and math skills. The findings underscore the importance of targeted educational strategies to strengthen girls’ confidence in their creative mathematical abilities and to reduce gender disparities in STEM pathways.

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