A Structural Model of Mathematics Achievement for Men and Women

1986 ◽  
Vol 23 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Corinna A. Ethington ◽  
Lee M. Wolfle
Keyword(s):  
Mathematics Achievement ◽  
Structural Model ◽  
Causal Model ◽  
Attitudes Toward Mathematics ◽  
Men And Women ◽  
Latent Construct ◽  
Mathematics Ability ◽  
Extensive Body

An extensive body of research indicates that men on the average achieve higher scores in mathematics than women. This paper addresses the issue of how this difference develops by estimating a latent-construct causal model of the process of mathematics achievement. When the model was compared between men and women, we found that the process of mathematics achievement differs. In particular, we found that mathematics ability and attitudes toward mathematics had stronger effects on mathematics achievement for men than for women. The interactions between sex and the variables in the model indicate that the process for men and women is not simply additive, and may be more complicated than previous researchers have assumed.

Sex Differences in a Causal Model of Mathematics Achievement

1984 ◽  
Vol 15 (5) ◽  
pp. 361-377 ◽  
Author(s):  
Corinna A. Ethington ◽  
Lee M. Wolfle
Keyword(s):  
High School ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Causal Model ◽  
Spatial Visualization ◽  
Spatial Abilities ◽  
Predictor Variables ◽  
Covariance Structures ◽  
Men And Women ◽  
Using Data

Using data from the “High School and Beyond” study, this paper reexamines the reason men and women differ in mathematics achievement by means of a covariance-structures causal model of mathematics achievement, which permits the estimation of effects while accounting for known measurement error in the predictor variables. Our results indicate that sex continues to have a significant effect on mathematics achievement even after controlling for sex differences in spatial abilities, background in mathematics, and interest in mathematics. Separate analyses by sex, however, indicate that the process of mathematics achievement differs between men and women. In particular, women tend to have less spatial visualization ability than men, but the effects of this variable on mathematics achievement are greater for women.

scholarly journals Young Consumers’ Intention to Participate in the Sharing Economy: An Integrated Model

2021 ◽  
Vol 13 (1) ◽  
pp. 430
Author(s):  
José Alberto Martínez-González ◽  
Eduardo Parra-López ◽  
Almudena Barrientos-Báez
Keyword(s):  
Social Norm ◽  
Structural Model ◽  
Causal Model ◽  
Sharing Economy ◽  
Internal Variables ◽  
Critical Variable ◽  
Generation Z ◽  
External Variables ◽  
Young Consumers ◽  
Intention To Participate

This paper aims to analyze the external and internal drivers of young consumers’ intention to participate in the sharing economy in tourism. From previous findings, a causal model (PLS) is designed to generate an integrated, practical, and novel structural model that significantly predicts the intention to participate. The model, consisting of nine dimensions, includes consumers’ external and internal variables. Separately, these variables have all been considered relevant in the literature, though they have not been studied jointly before. The descriptive results show the excellent attitude and predisposition of young people toward the tourism sharing economy, which facilitates their participation. Through the model, the importance of all internal and external consumer variables in the formation of intention are proven; however, attitude and social norm are most notable among them. Trust is also a critical variable that serves as the link between internal and external variables. The study provides managers of sharing economy platforms with knowledge to encourage young consumers’ participation in a communication and market orientation context. The generational approach (Generation Z) used also allows the conclusions and implications to be transferred to other regions and sectors.

A Structural Model for Predicting Mathematics Achievement: Its Relation with Anxiety and Self-Concept in Mathematics

2000 ◽  
Vol 86 (3) ◽  
pp. 835-847 ◽  
Author(s):  
Maher M. Abu-Hilal
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Structural Model ◽  
Structural Equations ◽  
Self Concept ◽  
Path Coefficient ◽  
School Students ◽  
Al Ain ◽  
Proposed Model ◽  
School Records

This study proposed and tested a model of mathematics achievement and its relations to antecedent and subsequent factors using structural equations modeling. A sample of elementary school students in Al-Ain school district ( n = 394) completed an Arabic version of the Self-description Questionnaire as well as a questionnaire measuring their perception of the importance of mathematics, anxiety about it, and the amount of effort they exerted in studying. Mathematics grades were obtained from the official school records. Importance and effort were positively related to achievement which in turn had a positive path coefficient to self-concept and a negative path to anxiety. The hypothesized model explained 40%, 64%, and 73% of the variance in achievement, self-concept, and anxiety, respectively. The results can be interpreted as indicating that achievement is an important outcome and antecedent construct within the proposed model.

Mathematics Achievement and Attitudes of Senior Secondary-School Students in Transkei, South Africa

1997 ◽  
Vol 80 (3) ◽  
pp. 915-919 ◽  
Author(s):  
Mathlas M. Kulubya ◽  
Michael J. Glencross
Keyword(s):  
South Africa ◽  
Mathematics Achievement ◽  
Secondary School ◽  
Secondary School Students ◽  
Attitudes Toward Mathematics ◽  
Achievement Test ◽  
Attitude Questionnaire ◽  
School Students ◽  
Senior Secondary Schools ◽  
Senior Secondary

In a study of mathematics achievement and attitudes toward mathematics, a sample of 266 Standard 10 (Grade 12) students (98 boys and 168 girls) from 10 senior secondary schools in the Umtata district of Transkei, South Africa, were administered a mathematics achievement test and an attitude questionnaire. Contrary to other studies analysis showed no significant relationship between students' scores on measures of mathematics achievement and attitudes.

Effects of Manipulative Materials in Mathematics Instruction

1989 ◽  
Vol 20 (5) ◽  
pp. 498-505 ◽  
Author(s):  
Evelyn J. Sowell
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Instruction ◽  
Meta Analysis ◽  
Attitudes Toward Mathematics ◽  
Instructional Materials ◽  
College Age ◽  
Concrete Materials ◽  
Students Attitudes

Using meta-analysis, the results of 60 studies were combined to determine the effectiveness of mathematics instruction with manipulative materials. Students ranged in age from kindergarteners to college-age adults and studied a variety of mathematics topics. Results showed that mathematics achievement is increased through the long-term use of concrete instructional materials and that students' attitudes toward mathematics are improved when they have instruction with concrete materials provided by teachers knowledgeable about their use. Instruction with pictures and diagrams did not appear to differ in effectiveness from instruction with symbols.

Ability Grouping, Mathematics Achievement, and Pupil Attitudes toward Mathematics

1980 ◽  
Vol 11 (1) ◽  
pp. 22-28
Author(s):  
Anne Brassell ◽  
Susan Petry ◽  
Douglas M. Brooks
Keyword(s):  
Mathematics Achievement ◽  
Self Concept ◽  
Mathematics Students ◽  
Mathematics Scores ◽  
Mathematics Attitude ◽  
Mathematics Ability ◽  
Attitude Inventory ◽  
Ability Groups ◽  
Scale Scores ◽  
And Mathematics

Relationships between mathematics attitude and mathematics ability were investigated using six scale scores from Sandman's Mathematics Attitude Inventory and four mathematics scores from the California Test of Basic Skills. The instruments were administered to 714 seventh-grade mathematics students in classes grouped by ability level. Results showed significant differences in mathematics attitude and mathematics ability among the class levels and the teacher-determined ability groups. The mathematics-attitude scales for self-concept and anxiety proved to be the best correlates of mathematics achievement. Attitude data suggest that pupils placed in average-ability groups have self-concept and anxiety difficulties equal to or greater than pupils in low-ability groups.

Gender-Related Differences in Self-Referenced Cognitions in Relation to Mathematics

1996 ◽  
Vol 27 (2) ◽  
pp. 215-240 ◽  
Author(s):  
Gerard Seegers ◽  
Monique Boekaerts
Keyword(s):  
Mathematics Achievement ◽  
Goal Orientation ◽  
Self Concept ◽  
Attribution Style ◽  
Mathematics Ability ◽  
Mathematics Test ◽  
Starting Point ◽  
8Th Graders ◽  
Actual Learning ◽  
And Task

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.

scholarly journals Consumption of Alcoholic Beverages Associated With Physical Health Status in Adults: Secondary Analysis of the Health Information National Trends Survey Data

2022 ◽  
Vol 13 ◽  
pp. 215013192110662
Author(s):  
Cristian Ramos-Vera ◽  
Antonio Serpa Barrientos ◽  
Yaquelin E. Calizaya-Milla ◽  
Claudia Carvajal Guillen ◽  
Jacksaint Saintila
Keyword(s):  
Alcohol Consumption ◽  
Physical Health ◽  
Health Information ◽  
Chronic Conditions ◽  
Goodness Of Fit ◽  
Structural Model ◽  
Alcoholic Beverages ◽  
Equation Modeling ◽  
Men And Women ◽  
National Trends

Introduction: Alcohol consumption constitutes one of the main modifiable risk factors that contribute to the increase in the global burden of non-communicable diseases (NCDs). The objective of this study was to determine the effects of the consumption of alcoholic beverages on the state of physical health and its equivalence according to gender. Methods: Cross-sectional data from the Health Information National Trends Survey (HINTS) of the National Cancer Institute (NCI) (n = 3865), collected during 2020 were used. Structural equation modeling was applied to assess the fit of the model, which included the prediction of measures of alcohol consumption in physical health and the equivalence of measurements of the proposed structural model in men and women. Results: The proposed structural model reported adequate goodness-of-fit indices (SBχ²/gl = 3.817, CFI = 0.984, TLI = 0.968, RMSEA [90% CI] = 0.027 [0.016-0.039]; SRMR = 0.016). Frequent alcohol consumption had a negative effect on physical health ( b = −0.13, P < .01). Similarly, occasional alcohol consumption negatively predicted elevated BMI and chronic conditions such as, diabetes, hypertension, CVD, and cancer ( b = −0.09, P < .01). In addition, drinking patterns of alcoholic beverages affect physical health in equal ways for men and women. Conclusion: The findings highlight that frequent and occasional alcohol consumption significantly affected physical health in a negative way. Future interventions could address ways to encourage the adoption of a healthy lifestyle to reduce the risks of chronic conditions derived from excessive alcohol consumption.

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