Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 7 Unweighted effect sizes and descriptive statistics for “Confidence in Mathematics” for eighth graders

Countries	d	Mean 1	Mean 2	SD1	SD2
Oman	0.18	10.69	10.37	1.84	1.7
Kazakhstan	0.11	10.61	10.42	1.77	1.76
Saudi Arabia	0.06	10.23	10.12	1.78	1.76
Japan	0.04	8.66	8.29	8.66	9.29
Jordan	0.02	10.47	10.44	1.91	1.86
Bahrain	− 0.02	10.1	10.13	2.04	1.84
Egypt	− 0.04	10.36	10.43	1.8	1.75
Malaysia	− 0.06	9.44	9.52	1.39	1.31
Morocco	− 0.06	9.96	10.06	1.63	1.46
Turkey	− 0.06	9.68	9.82	2.4	2.15
Iran	− 0.07	10.09	10.24	2.22	2.01
Lebanon	− 0.08	10.35	10.51	1.99	1.94
United Arab Emirates	− 0.08	10.34	10.49	1.94	1.93
Botswana	− 0.09	9.69	9.84	1.64	1.52
Israel	− 0.09	10.55	10.76	2.36	2.18
Qatar	− 0.1	10.16	10.36	2.03	1.81
United States	− 0.13	10.15	10.46	2.38	2.28
Georgia	− 0.14	9.88	10.14	1.88	1.76
Lithuania	− 0.15	10.03	10.31	2.01	1.84
South Africa	− 0.15	9.67	9.93	1.83	1.74
Russian Federation	− 0.16	9.69	10	2.01	1.91
Kuwait	− 0.17	10.05	10.38	1.96	1.86
Hungary	− 0.18	9.98	10.38	2.32	2.24
Argentina	− 0.18	9.75	10.14	2.28	2.13
Slovenia	− 0.19	9.66	10.04	2.05	1.93
Singapore	− 0.21	9.51	9.97	2.14	2.15
Ireland	− 0.22	9.79	10.26	2.18	2.08
Korea Republic	− 0.22	9.24	9.64	1.77	1.9
Thailand	− 0.22	9	9.31	1.45	1.4
Malta	− 0.23	9.48	9.98	2.27	2.12
Chile	− 0.25	9.46	9.98	2.2	1.92
Italy	− 0.26	9.7	10.31	2.4	2.34
Canada	− 0.28	10.28	10.94	2.42	2.33
Chinese Taipei	− 0.29	8.74	9.42	2.25	2.46
New Zealand	− 0.31	9.65	10.22	1.78	1.92
Norway	− 0.33	10.03	10.81	2.47	2.29
Hong Kong	− 0.34	9.04	9.78	2.17	2.23
Australia	− 0.36	9.63	10.37	2.12	2.03
Sweden	− 0.38	9.72	10.56	2.2	2.23
England	− 0.39	9.89	10.64	1.91	1.92

Positive values show the superiority of females and negative values show the superiority of males