Attribution of Mathematics Achievement and Task Excellence: Perceptions of Parents in Lebanon

This study investigated parental perceptions of children’s mathematics achievement, explored gender differences in the attribution of success and failure, and parents’ perceived task excellence for their children. The aim was to determine whether parents perceived girls and boys differently and identify any attribution biases. The results from an electronic survey, which included 299 parents in Lebanon, indicated that parents did not differ significantly in their achievement ratings between genders, with both boys and girls rated at an average level. However, significant gender differences emerged in the attributions for success: boys’ success was more often attributed to inherent mathematical abilities. In contrast, girls’ success was linked to intrinsic motivation and external support. The findings hint at a persisting gender bias, suggesting that parents’ perceptions are influenced by societal stereotypes that associate boys with inherent mathematical talent and girls with effort and external factors. Gender bias could potentially reinforce traditional gender roles and impact children’s ability-perceptions and motivation in mathematics. Further research is recommended to explore what influences parental stereotypes on children’s academic achievement.