EXPLORING THE RELATION BETWEEN MATHEMATICAL VALUES AND ACHIEVEMENT AMONG GIRLS: ACOMPARATIVE ANALYSIS IN SINGLE-SEX VS. CO-EDUCATIONAL SETTINGS USING TIMSS 2019 NZ DATA

<p dir="ltr">Grounded in the Social Cognitive Career Theory, this study investigates the influence of values on girls' mathematics achievement across socio-economic status (SES) settings, contrasting single-sex and co-educational schools. ANOVA on 2019 TIMSS New Zealand data (<i>n</i> = 2,898) reveals that single-sex education is associated with enhanced girls' mathematical values in high-SES settings. However, its effect on translating these values into improved mathematics performance is relatively limited. Affluent learning resources are the more immediate factor in improving mathematics performance. Moreover, in low-SES environments, the relation between values and mathematics achievement exhibits a complex nonlinear pattern.</p>