id: 06603305
dt: j
an: 2016e.00136
au: Sáinz, Milagros; Upadyaya, Katja
ti: Accuracy and bias in Spanish secondary school students’ self-concept of
math ability: the influence of gender and parental educational level.
so: Int. J. Educ. Res. 77, 26-36 (2016).
py: 2016
pu: Elsevier, Amsterdam
la: EN
cc: C23 C33 C43 C63
ut: gender; math performance; parents’ education; self-concept of math
ability; transition to high school
ci:
li: doi:10.1016/j.ijer.2016.02.009
ab: Summary: The present two-wave longitudinal study investigated the accuracy
or bias in students’ math self-concept of ability during the
transition to high school from the last year of secondary compulsory
education (10th grade). The role of students’ gender and parents’
educational level in predicting the accuracy or bias in math ability
self-concepts was also investigated. 424 Spanish students participated.
The results analyzed with the person-oriented I-States as Objects
Analysis (ISOA) showed four groups of students: high-accurate,
low-accurate, optimistic, and pessimistic. Males more likely belonged
to the high-accurate or optimistic self-concept math ability group. In
addition, students whose parents had a high level of education more
likely belonged to the low-accurate or pessimistic self-concept of math
ability group.
rv: