History


Help on query formulation
Gender-related differences in self-referenced cognitions in relation to mathematics. (English)
J. Res. Math. Educ. 27, No. 2, 215-240 (1996).
Die Studie untersucht geschlechtsdifferente Aspekte im Mathematikunterricht an Kindern im Alter von 11 bis 12 Jahren. Dabei standen die Leistung bei Mathematikaufgaben, das Selbstkonzept mathematischer Fähigkeiten, die Zielorientierung sowie die Attribuierung von Erfgolg und Mißerfolg im Vordergrund. Zur Beurteilung wurden im wesentlichen selbstentwickelte Fragebogen eingesetzt. In allen Bereichen wurden Unterschiede zwischen Mädchen und Jungen gefunden.
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. (orig.)
Classification: C43
Valid XHTML 1.0 Transitional Valid CSS!