Predicting Elementary School Children’s Math Motivation and Achievement with Parents’ Math Gender Stereotypes, Fixed Mindset, and Expectations

2021 ◽  
Vol 27 (4) ◽  
pp. 159-180
Author(s):  
Su Hyang Lee ◽  
Hyun Ji Lee ◽  
Mimi Bong
Keyword(s):  
Elementary School ◽  
Gender Stereotypes ◽  
Fixed Mindset ◽  
Math Motivation ◽  
Motivation And Achievement

scholarly journals Gender Stereotypes and Elementary School Teachers

2012 ◽  
Vol 2 (2) ◽  
pp. 25-29
Author(s):  
Róbert Osaďan
Keyword(s):  
Elementary School ◽  
Gender Role ◽  
Elementary School Teachers ◽  
School Children ◽  
Gender Stereotypes ◽  
Elementary School Children ◽  
School Teachers ◽  
Gender Role Stereotypes

AbstractIn this study we explored the perception of gender stereotypes among elementary school teachers. Respondents (280 teachers) answered questions about their perception of the suitable behaviour according to the gender. Significant interactions emerge between teachers’ and pupils’ gender. The primary purpose of this paper was to find out on how teachers’ stereotypes affect their behavior towards elementary school-children. Results of the research were generally consistent with gender role stereotypes.

scholarly journals Nilai Responsif Gender dalam Pembelajaran Bahasa Arab

2018 ◽  
Vol 4 (2) ◽  
pp. 181-198
Author(s):  
Rizka Eliyana Maslihah
Keyword(s):  
Elementary School ◽  
Language Learning ◽  
Gender Stereotypes ◽  
Gender Discrimination ◽  
Language Teaching ◽  
Arabic Language ◽  
Gender Based Violence ◽  
Library Research ◽  
Gender Based ◽  
And Gender

The issue of gender responsiveness become a subject of study that is widely discussed. Discourse about the equality of men and women reap many pros and cons from various circles, as the result of social construction differences that affect the perspective of mindset. This article intends to describe the gender-responsive value contained in the material of Arabic language learning. Where the material presented includes the use of mudzakar and muannats vocabulary, where both have equal status without any stereotypes and subordinates of them. This article was written using library research; the author analyzed the use of mudzakar and muannats vocabulary in a balanced manner, as well as the use of various gender discriminations in the form of gender stereotypes and gender-based violence found in Arabic textbooks in grades IV and VI of Islamic Elementary School (MI). Based on the analysis result, the researcher concludes that gender-responsive emphasis has been appearing in Arabic language teaching materials, but it needs more. So, in the next, gender discrimination will not be found in the Arabic language teaching material of Islamic Elementary School (MI). ملخص أصبحت الإشاعة عن استجابة الجنس بحثا مرحوبا فى مجال المعارف. وحصد البحوث فى تكافؤ الرجال والنساء الموافقة والمعارضة من قبل الاجتماعية. حيث أن الاختلاف فى بنية الاجتماعية سيؤدي إلى الاختلاف فى ضوء العقليات. وكتبت هذه المقالة للكشف عن التصور الشامل للنتائج  من استجابة الجنس فى مادة تعليم اللغة العربية. حيث اشتملت المادة فى استخدام المفردات المذكّر والمؤنث. بالإضافة إلى ذلك، وجد تكافؤ الدرجة دون النمطية وثانوية النساء فى المجتمع. وكتبت هذه المقالة بمدخل البحث المكتبي للتحليل عن استخدام المفردات المذكّر والمؤنث بالتكافؤ، دون النمطية وثانوية النساء فى الكتب المدرسي للفصل الرابع إلى السادس لمستوى المدرسة الإبتدائية. وحصلت الكاتبة على النتيجة كما يلي: ظهرت التركيز من النتائج لاستجابة الجنس فى مادة تعليم اللغة العربية جيّدة، ولكن يحتاج التركيز إلى التقوية، للوصول إلى عدم تمييز الجنس فى مادة اللغة العربية لـهذا المستوى. الكلمات الرئيسية: النتيجة، استجابة الجنس، مادة التعليم، تمييز الجنس

scholarly journals Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association

2015 ◽  
Vol 87 (1) ◽  
pp. 165-175 ◽  
Author(s):  
Gabrielle Garon-Carrier ◽  
Michel Boivin ◽  
Frédéric Guay ◽  
Yulia Kovas ◽  
Ginette Dionne ◽  
...  
Keyword(s):  
Elementary School ◽  
Intrinsic Motivation ◽  
Longitudinal Investigation ◽  
Achievement In Mathematics ◽  
Motivation And Achievement

scholarly journals Enhancing children's math motivation with a joint intervention on mindset and gender stereotypes

2021 ◽  
Vol 73 ◽  
pp. 101416
Author(s):  
Jeesoo Lee ◽  
Hyun Ji Lee ◽  
Juyeon Song ◽  
Mimi Bong
Keyword(s):  
Gender Stereotypes ◽  
Math Motivation ◽  
And Gender

scholarly journals Implementing and Evaluating Growth Mindset Pedagogy – A Study of Finnish Elementary School Teachers

2021 ◽  
Vol 6 ◽  
Author(s):  
Inkeri Rissanen ◽  
Sonja Laine ◽  
Ita Puusepp ◽  
Elina Kuusisto ◽  
Kirsi Tirri
Keyword(s):  
Elementary School ◽  
Emotion Regulation ◽  
Elementary School Teachers ◽  
Growth Mindset ◽  
School Teachers ◽  
Fixed Mindset ◽  
The Impact

This article presents a study of five teachers at a Finnish elementary school who implemented and evaluated growth mindset pedagogy (GMP). The teachers received GMP training and conducted student interventions in their classrooms. We analyzed the impact of GMP on the teacher’s pedagogical thinking and practices and found significant differences between fixed-mindset and growth-mindset teachers in the ways they internalized and applied GMP principles. The most important value of GMP was seen in its impact on emotion regulation through the normalization of hardship in learning. We discuss the dangers of a superficial understanding of growth mindsets in education.

Professors Who Signal a Fixed Mindset About Ability Undermine Women’s Performance in STEM

2021 ◽  
pp. 194855062110303
Author(s):  
Elizabeth A. Canning ◽  
Elise Ozier ◽  
Heidi E. Williams ◽  
Rashed AlRasheed ◽  
Mary C. Murphy
Keyword(s):  
Field Study ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Growth Mindset ◽  
Longitudinal Field ◽  
Women In Stem ◽  
Men And Women ◽  
Fixed Mindset ◽  
Science Technology ◽  
Course Syllabus

Two studies investigate how science, technology, engineering, and math (STEM) professors’ fixed mindsets—the belief that intelligence is fixed and unchangeable—may induce stereotype threat and undermine women’s performance. In an experiment ( N = 217), we manipulated professors’ mindset beliefs (fixed vs. growth) within a course syllabus. While both men and women perceived the fixed mindset professor to endorse more gender stereotypes and anticipated feeling less belonging in the course, women reported these effects more than men. However, only for women did this threat undermine performance. In a 2-year longitudinal field study (884 students enrolled in 46 STEM courses), students who perceived their professor to endorse a fixed (vs. growth) mindset thought the professor would endorse more gender stereotypes and experienced less belonging in those courses. However, only women’s grades in those courses suffered as a result. Together, these studies demonstrate that professors’ fixed mindset beliefs may trigger stereotype threat among women in STEM courses.

Motivation and Achievement in the Elementary School

1967 ◽  
Vol 67 (7) ◽  
pp. 375-380 ◽  
Author(s):  
Albert D. Waterman ◽  
Gary W. Northrop ◽  
Lloyd D. Olson
Keyword(s):  
Elementary School ◽  
Motivation And Achievement
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