Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation

@article{Skaalvik2004GenderDI,
  title={Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation},
  author={S. Skaalvik and E. Skaalvik},
  journal={Sex Roles},
  year={2004},
  volume={50},
  pages={241-252}
}
Gender differences in mathematics and verbal self-concept, performance expectations, intrinsic motivation, and goal orientation were examined in 4 samples of Norwegian students. A total of 907 students in 6th grade (n = 277), 9th grade (n = 239), 11th grade (n = 264), and adult students enrolled in first year of senior high school (n = 127) participated in the study. Findings indicated that gender differences continue to exist. Male students had higher self-concept, performance expectations… Expand
Gender Differences in Gifted and Average-Ability Students
This article investigates gender differences in 181 gifted and 181 average-ability sixth graders in achievement, academic self-concept, interest, and motivation in mathematics. Giftedness wasExpand
Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015
Using data from the Trends in International Mathematics and Science Study (TIMSS) 2015 assessment of fourth-grade students in 32 countries, a series of mean comparisons and regression analyses wereExpand
Gender and Psychological Variables as Key Factors in Mathematics Learning: A Study of Seventh Graders in Chile
Abstract Chile is one of the countries with the largest gender gaps in high school mathematics achievement. Gender differences were studied examining the mathematics performance of 1,380 seventhExpand
Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation
TLDR
The results suggest that a fixed mindset presents an additional burden for female students in math, but not for male or male students in language arts. Expand
Academic Self-concept , Gender and Single-sex Schooling
This paper assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). We address the question of whether attending single-sexExpand
Academic self‐concept, gender and single‐sex schooling
This paper assesses gender differences in academic self-concept for a cohort of children born in 1958 (the National Child Development Study). We address the question of whether attending single-sexExpand
Gender Differences in Mathematics Performance in Trinidad and Tobago: Examining Affective Factors
This study investigates gender differences in performance on the mathematics component on the Standard 3 National Assessment in Trinidad and Tobago. Of interest is whether there is a relationshipExpand
Self-concept and the Gender Differences in Mathematics
Self and its correlates have always been of prime importance in classrooms. Learners in the classrooms develop and build an image of themselves, which suggest them their ability to perform in aExpand
The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school
Abstract Gender differences in mathematical and reading competences have been widely reported for years. In an attempt to explain these differences, the effect of socialization outcomes (in thisExpand
Gender Differences in Attitudes and Achievement in Mathematics among Ghanaian JHS Students
Students’ learning and performance in mathematics is affected by several factors, including students’ attitude. This paper aims to understand the gender differences in attitude toward mathematics andExpand
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 44 REFERENCES
Gender differences in mathematics and verbal achievement, self‐perception and motivation
This study examined gender differences in mathematics and verbal self-concept, self-perceived skills, and motivation and whether such differences were larger than could be explained by differences inExpand
Measuring Attitudinal Change in Mathematics and English Over the 1st Year of Junior High School: A Multidimensional Analysis
Abstract Changes in student self- and task evaluations, subjective valuation, and achievement behavior in mathematics and English over the 1st year of junior high form the basis of this study. TheExpand
Sex Differences in the Development of Verbal and Mathematics Constructs: The High School and Beyond Study
Sex differences in the development of verbal and mathematics constructs (achievement, attitudes, and course selection) were examined with the High School and Beyond (HS&B) data. Longitudinal pathExpand
The Effect of Mathematics Self-Concept on Girls' and Boys' Mathematical Achievement
Norwegian elementary schoolboys showed significantly higher mathematics self-concept than girls. Boys also had a significantly higher mathematical achievement score than girls. However, controllingExpand
Gender Differences and Similarities in Self-Concept Within Everyday Life Contexts
A stereotypic pattern of gender differences has been found in previous self-concept research. Men have tended to rate themselves higher on self-concept measures of giftedness, power, andExpand
Gender Comparisons of Mathematics Attitudes and Affect: A Meta-Analysis
This article reports the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to genderExpand
Mathematical self-concept: How college reinforces the gender gap
Research in the past decade suggests that persistent gender gaps in math achievement may be rooted in gender differences in math self-concept. Yet, limited research exists on how students' mathExpand
Gender and self-concept: A reexamination of stereotypic differences and the role of gender attitudes
Gender differences in overall self-evaluation and in specific dimensions of self-concept were examined in primarily White Caucasian college and high school students. The role of gender attitudes inExpand
Math, verbal, and general academic self-concept: the internal/external frame of reference model and gender differences in self-concept structure
In this study, predictions were tested from Marsh's (1986) internal/external (I/E) frame of reference model (measuring cognitive dimensions of math and verbal self-concepts), and gender differencesExpand
Age and gender differences in children's self- and task perceptions during elementary school.
TLDR
Factor analyses showed that even the first graders had differentiated self-beliefs for the various activities, and indicated that children's competence beliefs and subjective task values formed distinct factors. Expand
...
1
2
3
4
5
...