gender differences in students' mathematics self-concept and academic burnout

Background: mathematics self-concept and academic burnout are one of the most important psychosocial factors in academic achievement. objectives: the current study aimed to compare gender differences in mathematics self-concept and academic burnout in the students. methods: the sample included 140 male and 90 female first-grade high school students selected via one-stage cluster sampling method. the current descriptive study applied mathematics self-concept scale by radi in 2011 and also school burnout inventory by salmela-aro, naatanen in 2004. data were analyzed using independent t-test. results: the results showed that the mean of scores in mathematics self-concept and its subscales components (skills and capabilities, mathematics enjoyment and mathematics avoidance) were not significantly different between male and female students (p > 0.05), while the mean scores of academic burnout and its components (exhaustion, cynicism, inadequacy) were higher in male students (p < 0.05). conclusions: mathematics self-concept and its components were the same between male and female students, but academic burnout and its components were higher in males than females.