Interplay Among Gender, Self-Management, and Mathematics Performance Amid Student Mobility

Many students in the United States experience educational disruptions when changing schools for reasons other than grade promotion. These nonstructural moves can detrimentally affect students' mathematics learning. While gender significantly shapes individual learning experiences, how student mobility plays out in mathematics learning based on gender has remained largely unexplored. Analysing six California school districts' panel data using school-fixed effect models, the findings in this study showed that the negative association of nonstructural mobility with mathematics performance is more detrimental for males than females and that self-management competency levels fully account for the differential effect. The findings suggest gender should be considered in understanding students' mobility experiences and underscore the need for incorporating self-management into educational interventions to mitigate the negative effects of nonstructural school transitions on mathematics performance.