In this study, a number of learner variables that are related to mathematics achievement in actual learning situations were examined. The dynamic model of the learning process as developed by Boekaerts was taken as a starting point. Both trait-like self-referenced cognitions (viz., academic self-concept of mathematics ability, goal orientation, and attribution style) and situation-specific variables were included. In a group of 8th graders (ages 11–12; N=186), marked differences between boys and girls on a mathematics test were found. These differences were parallelled by differences in both trait-like self-referenced cognitions and task-specific appraisals. It is concluded that boys experience learning situations where they are confronted with a mathematics test in a more positive way than girls do.
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