scholarly journals Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation

2020 ◽  
Author(s):  
Anke Heyder ◽  
Anne F. Weidinger ◽  
Ricarda Steinmayr
Keyword(s):  
Gender Differences ◽  
Intrinsic Motivation ◽  
Language Arts ◽  
Female Students ◽  
Self Concept ◽  
Fixed Mindset ◽  
Tenth Graders ◽  
Domain Specific ◽  
Male Stereotypes ◽  
Lower Ability

Abstract Gendered occupational and educational choices have often been traced back to gender differences in students’ domain-specific ability self-concept and intrinsic motivation. This study explored the role of believing in an “innate” math or language arts ability (i.e., having a fixed mindset) for gender differences in students’ ability self-concept and intrinsic motivation in 423 female (49%) and 447 male (51%) tenth graders from Germany (age M = 16.09 years, SD = 0.68, range: 14–18 years). In line with math-male stereotypes, believing in “innate” math ability was associated with lower ability self-concept and intrinsic motivation in female but not male students. In language arts, students’ mindsets were unrelated to their motivation. The results suggest that a fixed mindset presents an additional burden for female students in math, but not for male or female students in language arts.

Self-Concept and Self-Efficacy: A Test of the Internal/External Frame of Reference Model and Predictions of Subsequent Motivation and Achievement

2004 ◽  
Vol 95 (3_suppl) ◽  
pp. 1187-1202 ◽  
Author(s):  
Einar M. Skaalvik ◽  
Sidsel Skaalvik
Keyword(s):  
High School ◽  
Middle School ◽  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Reference Model ◽  
Frame Of Reference ◽  
Self Concept ◽  
School Grade ◽  
Domain Specific ◽  
External Frame

We examined how final grades in mathematics and verbal arts in the first year of high school (Grade 11) were predicted in a Norwegian population by sex, previous grades in middle school (Grade 10), self-concept, self-efficacy at a domain-specific level, and intrinsic motivation. Direct and indirect relations were examined by means of a series of regression analyses. Participants were 483 students from six Norwegian high schools. End of term grades in high school correlated positively with grades in middle school in both mathematics ( r = .62) and verbal arts ( r = .55). The relation between grades at the two points of time was to a large extent mediated through mathematics, verbal self-concept, and self-efficacy. Intrinsic motivation also correlated positively with subsequent achievement ( r = .63 and .42 in mathematics and verbal arts, respectively). However, intrinsic motivation had little predictive value for subsequent grades over and above the prediction made by self-concept and self-efficacy. Thus, self-concept and self-efficacy were the strongest predictors of subsequent grades. Predictions from the Internal/External frame of reference model were supported for self-concept but not for domain-specific self-efficacy.

scholarly journals DIFERENCIAS DE GÉNERO EN PERSONALIDAD EFICAZ EN SEGUNDO Y TERCER CICLO DE EDUCACION PRIMARIA

2016 ◽  
Vol 5 (1) ◽  
pp. 101
Author(s):  
Juan Pablo Pizarro Ruiz ◽  
Patricia Guerra Mora ◽  
Teresa Bermúdez Rey
Keyword(s):  
Social Support ◽  
Gender Differences ◽  
Intrinsic Motivation ◽  
Primary Education ◽  
The Self ◽  
Self Concept ◽  
Social Self ◽  
Education Students ◽  
Apoyo Social ◽  
Educación Primaria

Abstract.GENDER DIFFERENCES IN EFFECTIVE PERSONALITY IN SECOND AND THIRD CYCLE OF PRIMARY EDUCATIONIn this communication, gender differences in personality Effective in Primary Education students (8 to 13 years) are studied. The sample consists of 412 students, out of whom 216 were girls (52.4%) and 196 were boys (47.6%). For the evaluation we used Effective Personality Primary 8-12/Extended Questionnaire (CPE-P/8-12/extended), which was elaborated by Pizarro Ruiz, Martín del Buey Palace. Four areas are evaluated within it: Strengths of Self (social self-concept and physical self-concept) Demands of the Self (effective attributions, punishment avoiding, optimistic behaviour expectatives, optimistic performance expectatives, effort attributions, intrinsic motivation), Challenges to the Self (social support searching, positive facing), Relations of the Self (own rights defense, assertiveness). The results show that only statistically significant differences were found in the area of Demands of Self. The girls’ average is higher than the boys’ average. Furthermore, in dimensions level, it has been found that only significant gender differences exist in: effective attributions, optimistic behaviour expectatives, effort attributions and intrinsic motivation. Girls have higher average in effective attributions, optimistic behaviour expectatives, effort attributions and intrinsic motivation than the boys.Keywords Effective Personality, Primary Education, GenderResumen.En esta comunicación se estudia las diferencias de género en la Personalidad Eficaz en alumnado de Educación Primaria (de 8 a 13 años). La muestra está formada por 412 estudiantes, de los cuales 216 son niñas (52,4%) y 196 son niños (47,6%). Para realizar la evaluación se empleó el Cuestionario Personalidad Eficaz-Primaria 8-12/Ampliado (CPE-P/8-12/ampliado), elaborado por Pizarro Ruiz, Martín Palacio y Martín del Buey, en el que se evalúan cuatro esferas: Fortalezas del Yo (autoconcepto social y autoconcepto académico), Demandas del Yo (atribuciones eficaces, evitación del castigo, expectativas optimistas de conducta, expectativas optimistas de rendimiento, atribuciones de esfuerzo, motivación intrínseca), Retos del Yo (búsqueda de apoyo social, afrontamiento positivo) y Relaciones del Yo (defensa de derechos propios y asertividad). Los resultados muestran que únicamente se encuentran diferencias estadísticamente significativas en la esfera Demandas del Yo, siendo la media de las niñas superior al del grupo de los niños. Por otro lado, a nivel de dimensiones, se ha encontrado que sólo se dan diferencias significativas por género en: Atribuciones Eficaces, Expectativas Optimistas de Conducta, Atribuciones De Esfuerzo y Motivación Intrínseca. Las niñas tienen una media superior en atribuciones eficaces, expectativas optimistas de conducta, atribuciones al esfuerzo y en motivación intrínseca.Palabras Clave. Personalidad Eficaz, Educación Primaria, Género

scholarly journals ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP BERDASARKAN GENDER DAN SELF CONCEPT

2018 ◽  
Vol 1 (2) ◽  
pp. 129 ◽  
Author(s):  
Dinny Novianti Azhari ◽  
Tina Rosyana ◽  
Heris Hendriana
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Communication Skills ◽  
Junior High School ◽  
Junior High ◽  
Female Students ◽  
Male Students ◽  
Self Concept ◽  
Mathematical Communication

Mathematical communication is the ability to express ideas or mathematical ideas both orally and in writing. Success in learning mathematics influenced cognitive aspects such as mathematical ability, affective aspects such as self concept, and gender differences. The method in this research using quantitative approach with the method correlational which aims to know the influence of gender and self concept towards the achievement of mathematical communication of junior high school students in the matter of building a rectangular flat. The population of this study is all students of class VII in one of the State Junior High School in West Bandung with selected sample of 11 female students and 16 male students. The instrument used consisted of a test of mathematical communication skills in the form of a description consisting of seven items and non-test instruments consisting of 10 positive statements and 10 negative statements of self concept. The result of this research shows that gender differences influence to students' mathematical communication ability. Female students are more dominant in terms of cognitive and answer math problems in writing with complete than male students. In addition, students' mathematical communication skills are not influenced by self concept.

scholarly journals Predicting Dimensions of Intrinsic Motivation from Self-Concept among Sultan Qaboos University Students in Oman

2021 ◽  
Vol 45 (1) ◽  
pp. 74-108
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Intrinsic Motivation ◽  
Self Concept ◽  
First Year ◽  
First Year Students ◽  
Sultan Qaboos University

The purpose of this study was to predict the dimensions of intrinsic motivation from self-concept among 1684 first-year students at Sultan Qaboos University. A related purpose was to explore statistically significant gender differences in self-concept and the dimensions of intrinsic motivation. The study tools were intrinsic motivation and self-concept scales. The results showed that academic and non-academic self-concept predicted challenge, curiosity, and independence. Statistically significant differences were attributed to gender in the challenge, independence, and academic self-concept in favor of females. There were no statistically significant gender differences in curiosity and non-academic self-concept.

scholarly journals The Cognitive Style (Flexibility Rigidity) and Study Procrastination as Predictors of Tenth-Graders' Attitudes toward Wall Writings

2020 ◽  
Vol 14 (1) ◽  
pp. 165
Author(s):  
Issa M. Al-Mohtasib
Keyword(s):  
Gender Differences ◽  
Cognitive Style ◽  
Gaza Strip ◽  
Female Students ◽  
Male And Female ◽  
Tenth Graders ◽  
Tenth Grade ◽  
Students Attitudes

This study aimed at identifying the extent to which the cognitive style (flexibility-rigidity) and study procrastination contribute to predicting attitudes towards wall writings, and to identify the most common cognitive style (flexibility rigidity), the level of Study Procrastination and attitudes towards the wall writings, among a sample of tenth grade-students in Rafah Governorate, in Gaza Strip. Additionally, the study aimed to explore the possibility of gender differences in these three variables. The total study sample consisted of n = 350 male and female students in the tenth grade, with 174 male and 176 female students. Data was gathered by using the following three measures: Cognitive Style Scale (CSS), the Study Procrastination Scale (SPS), and the Students Attitudes Towards wall writings (SAW). The results showed that flexible compared to rigidity Cognitive Style, is more used and common among tenth grade students; and that the level of the study procrastination, attitudes towards wall writings, reached 67.9% and 60%, respectively. In addition, both Cognitive Style and Study Procrastination contributed together in predicting 63.2% of the variation in the attitudes towards the wall writings. Recommendations were put in light of these results.

scholarly journals Ima miselnost o nespremenljivosti inteligentnosti učinek v neustrezni bralni samopodobi?

Šolsko polje ◽  
2020 ◽  
Vol XXXI (1-2) ◽  
pp. 57-83
Author(s):  
Marjan Šimenc ◽  
Mojca Štraus
Keyword(s):  
Gender Differences ◽  
Teaching And Learning ◽  
Growth Mindset ◽  
Self Concept ◽  
Reading Literacy ◽  
Similar Amount ◽  
Self Assessment ◽  
Fixed Mindset ◽  
Low Achieving Students ◽  
Important Barrier

Does the mindset about fixed intelligence have an effect on inadequate reading self-concept? Recognition that students’ beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning is amongst the top twenty psychological principles for teaching and learning of young people (APA, 2015). Research into these beliefs, which are named fixed versus growth mindset, suggests that a fixed mindset represents an important barrier to successful learning. In our paper, we use the PISA 2018 data to investigate the occurrence of a fixed mindset amongst Slovenian 15-year-olds, and, as a focus of the paper, the context that the mindset forms for the relationship between actual ability and self-concept. We address the question of whether there is a difference in reading self-concepts for students with similar reading literacy but different mindsets. We found that there are no gender differences in the proportion of students with fixed mindsets and, as expected, somewhat higher proportions of low-achieving students have fixed mindsets in comparisons with high-achieving students. Differences amongst reading self-concepts of boys and girls are well-known. Our analyses further revealed the within-gender differences in self-concepts between those with fixed and those with growth mindset; girls or boys with a growth mindset have, on average, higher reading literacy, higher self-concept and enjoy reading more than girls or boys with a fixed mindset. If these comparisons are further adjusted only to students with similarly low levels of reading literacy, we find that students with average-low reading literacy have a similar self-concept of reading competence regardless of their mindset, their perceptions of how many difficulties they have in reading in general and on the PISA reading test are, however, very different. While girls with average-low reading literacy and a growth mindset are perceived to have an average (within the group of average-low readers) amount of problems in both reading in general and in the PISA test, girls with average-low reading literacy and a fixed mindset are perceived to have more of such problems – despite being similarly successful on the PISA test. Boys with average-low reading literacy of both mindsets reported fewer difficulties in reading in general than girls – even though their reading achievements are similar. However, fewer problems on the PISA test were reported by boys with average-low reading literacy and a growth mindset, while those with a fixed mindset, interestingly, reported a similar amount of these problems as girls with average-low reading literacy and a growth mindset. The effects of a fixed mindset therefore seem to show in some cases in an inappropriate self-assessment of reading problems. Key words: Fixed and growth mindset, reading literacy, reading self-concept, PISA study

Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences

2019 ◽  
Vol 9 (4) ◽  
pp. 43-52
Author(s):  
Ryzal Perdana ◽  
◽  
◽  
Keyword(s):  
Gender Differences ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Female Students ◽  
Critical Thinking Skills ◽  
Male Students ◽  
Essay Question ◽  
Chemical Material ◽  
Better Than ◽  
Critical And Creative Thinking

Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.

scholarly journals Self-Concept, Self-Esteem and Psychopathological Symptoms in Persons with Intellectual Disability

2007 ◽  
Vol 10 (1) ◽  
pp. 141-150 ◽  
Author(s):  
Maite Garaigordobil ◽  
José Ignacio Pérez
Keyword(s):  
Gender Differences ◽  
Intellectual Disability ◽  
Self Esteem ◽  
Self Concept ◽  
Assessment Instruments ◽  
Symptom Checklist ◽  
Psychopathological Symptoms

The purpose of this study is two-fold: (a) to analyze self-concept, self-esteem, and psychopathological symptoms in individuals with and without intellectual disability; and (b) to explore whether there were gender differences in these same variables in both groups. The sample is made up of 170 participants aged 19 to 40, 128 without disability and 42 with intellectual disability. The methodology is descriptive. To measure the variables, three assessment instruments were applied: the “Listado de adjetivos para la evaluación del autoconcepto en adolescentes y adultos” (LAEA; Garaigordobil, in press), the Rosenberg Self-Esteem Scale (RSE; Rosenberg, 1965), and the Revised Symptom Checklist-90 (SCL-90; Derogatis, 1983). The ANOVA showed that participants with intellectual disability scored significantly lower in self-concept and self-esteem, and higher in all the psychopathological symptoms except for somatization. The ANOVA did not reveal significant gender differences in any variables in either of the two groups.

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