scholarly journals Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

2021 ◽  
Vol 12 ◽  
Author(s):  
Selma Korlat ◽  
Marlene Kollmayer ◽  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Elisabeth Rosa Pelikan ◽  
...  
Keyword(s):  
Gender Differences ◽  
Gender Role ◽  
Teacher Support ◽  
Intrinsic Value ◽  
Self Concept ◽  
Digital Learning ◽  
Learning Engagement ◽  
Biological Sex ◽  
Competence Beliefs ◽  
Perceived Teacher Support

The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom. As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020. Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender. This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way. A total of 19,190 Austrian secondary school students (61.9% girls, Mage = 14.55, SDage = 2.49, age range 10–21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures. Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning. Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning. Implications of the findings for theory and practice are discussed.

All-Female Classes in High School Computer Science: Positive Effects in Three Years of Data

2002 ◽  
Vol 27 (4) ◽  
pp. 385-409 ◽  
Author(s):  
Gail Crombie ◽  
Tracy Abarbanel ◽  
Anne Trinneer
Keyword(s):  
High School ◽  
Computer Science ◽  
Teacher Support ◽  
Intrinsic Value ◽  
Female Students ◽  
School Level ◽  
High School Level ◽  
Positive Effects ◽  
Perceived Teacher Support ◽  
Mixed Gender

In a three-year study, female students from all-female computer science (CS) classes were compared to male and female students from mixed-gender CS classes. Participants were 250 students enrolled in an elective Grade 11 CS course (63 females from three all-female classes and 155 males and 32 females from nine mixed-gender classes). Participants completed a questionnaire assessing perceived support from teachers and parents, computer-related attitudes, and future academic and occupational intentions. Females from all-female classes reported higher levels of perceived teacher support, confidence, and future academic and occupational intentions than did females from mixed-gender classes. Females from all-female classes reported levels as high as those reported by males on perceived teacher support, whereas males reported higher levels than did females from mixed-gender classes on perceived teacher support, confidence, intrinsic value, and future intentions. The present study provides some initial empirical evidence supporting the positive effects of all-female classes in CS at the high school level.

scholarly journals Developmental trajectories of school-beginner’s ability self-concept, intrinsic value, and performance in mathematics

2022 ◽  
Author(s):  
Markku Niemivirta ◽  
Anna Tapola ◽  
Heta Tuominen ◽  
Jaana Viljaranta
Keyword(s):  
Gender Differences ◽  
Developmental Trajectories ◽  
Intrinsic Value ◽  
First Grade ◽  
Math Performance ◽  
Self Concept ◽  
High Dependency ◽  
Steep Decrease ◽  
Math Motivation ◽  
And Performance

This study investigated the developmental interdependence of Finnish school-beginners’ (N = 285) ability self-concept, intrinsic value, and performance in mathematics. More specifically, we examined: (i) whether and how children’s ability self-concept and intrinsic value in mathematics change over their first three years in school, (ii) how those changes are related to each other, (iii) how they predict later math performance, and (iv) whether there are gender differences in these trajectories. The results showed significant decrease over time in children’s ability self-concept and intrinsic value, but also significant individual differences in the trajectories. The high dependency between the levels and changes in children’s self-concept and intrinsic value led us to specify a factor-of-curves latent growth model, thus merging the trajectories of ability self-concept and intrinsic value into one common model (i.e., math motivation). The subsequent results showed prior math performance to predict change in children’s math motivation, meaning that higher initial competence was connected with less steep decrease in motivation. After controlling for the effects of first-grade math performance, both the level and change in math motivation predicted third-grade math performance and teacher-rated grades. That is, higher initial motivation and less steep decrease in it independently predicted better later math competence. Boys reported less steep decrease in math motivation than girls, despite no gender differences in initial math performance.

scholarly journals Gender characteristics of teenage aggression on social networks

2020 ◽  
Vol 210 ◽  
pp. 17017
Author(s):  
Angelica Luchinkina ◽  
Vladimir Senchenko
Keyword(s):  
Gender Differences ◽  
Social Networks ◽  
Gender Role ◽  
Aggressive Behavior ◽  
Virtual Space ◽  
Aggressive Interaction ◽  
Sex And Gender ◽  
Biological Sex ◽  
Study Results ◽  
And Gender

The article discusses the problems of gender differences in the teenage aggressive behavior on social networks. The article provides a theoretical overview of approaches to the study of the problem of gender differences in aggressive behavior of adolescents, including in the Internet space: psychophysiological, psychosocial, and socio-psychological. The study results showed that the process of aggressive interaction between adolescents on social networks was implemented according to the strategies of psychological defense chosen by adolescents, the level of hostility and self-presentation of an individual through asocial behavior. The authors note that the transition to the virtual space gives adolescents the opportunity to experiment with their own gender, and the number of adolescents with a distinction of biological sex and gender role increases. The study revealed differences in the aggressive behavior between all groups of respondents, depending on their choice of gender role. All results are confirmed using the methods of mathematical statistics.

scholarly journals Gender Differences in Within-Year Changes in Motivation and Achievement in Mathematics

2016 ◽  
Vol 6 (1) ◽  
pp. 95
Author(s):  
Wondimu Ahmed
Keyword(s):  
Gender Differences ◽  
Growth Curve ◽  
Intrinsic Value ◽  
Early Adolescents ◽  
Self Concept ◽  
Rates Of Change ◽  
Longitudinal Associations ◽  
Achievement In Mathematics ◽  
Rate Of Decline ◽  
Motivation And Achievement

<p>This study examined gender differences in the longitudinal associations between changes in motivation and achievement in mathematics in a sample of 495 early adolescents (51% girls). Growth curve analyses indicated that gender did not have a significant effect on both initial levels of and rates of change in self-concept and achievement. However, gender had a significant effect on the rates of change in intrinsic value such that girls showed a slower rate of decline than boys. The analyses also indicated that the associations between motivation and achievement are stronger for boys than for girls. This suggests that the decline in motivation overtime is more likely to negatively impact boys’ achievement than that of girls’.</p>

scholarly journals Is gender role self-concept a predictor for music class attendance? Findings from secondary schools in Lower Saxony (Germany)

2021 ◽  
pp. 030573562110429
Author(s):  
Sonja Nonte ◽  
Maria Krieg ◽  
Tobias C Stubbe
Keyword(s):  
Music Education ◽  
Gender Role ◽  
School Administrators ◽  
Intrinsic Value ◽  
Self Concept ◽  
Lower Saxony ◽  
Mediation Effects ◽  
Class Attendance ◽  
Music Class ◽  
The Impact

Although there is an increasing number of studies investigating the effects of attending music programs and classes, research on the impact of gender role self-concept on the decision to attend music classes is limited. Current research highlights the significance of gender role self-concept in decision-making processes. Accordingly, we conducted path analysis on a sample of n = 353 fifth-graders to identify interrelations and mediation effects of students’ gender role self-concept on the attendance of a specific music class through the self-concept in music, intrinsic value of music, and other relevant aspects. The results showed that only gender role self-concept of femininity revealed direct effects on attending a music class. Students describing themselves as feminine had a more positive self-concept in music and value music more. No mediation effects could be detected. However, a negative direct path from gender role self-concept of femininity on music class attendance was observed. No effect was found for gender role self-concept of masculinity and music class attendance. The intrinsic value for music showed the highest impact on music class attendance. After discussing the main results, recommendations for researchers, teachers, and school administrators are made with regard to an accessible music education, which is independent of gender role orientations.

scholarly journals Do Gender Differences in Academic Attainment Correspond with Scholastic Attitudes? An Exploratory Study in a U.K Secondary School

2020 ◽  
Author(s):  
Charlotte Rebecca Pennington ◽  
Linda Katherine Kaye ◽  
Adam Qureshi ◽  
Derek Heim
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Self Efficacy ◽  
Self Esteem ◽  
Self Concept ◽  
Social Self ◽  
Self Perceptions ◽  
Competence Beliefs ◽  
Second Year ◽  
Gender Achievement

Research has examined how standardized tests give rise to gender differences in English and STEM attainment, but little research has explored gender differences in classroom-based attainment and the degree to which these correspond to differences in school-related attitudes. To explore the extent to which gender-achievement gaps in classroom-based performance parallel differences in self-perceptions and scholastic attitudes. An independent sample of first (n = 187, age 11–12, Study 1) and second-year students (n = 113, age 12–13, Study 2) from a UK comprehensive secondary school completed a questionnaire measuring academic mindset, self-efficacy, self-concept, competence beliefs, personal and social self-esteem, and endorsement of gender-subject and career stereotypes. Responses were then matched to their respective classroom grades in English, mathematics, science, and computing. Girls outperformed boys in English in their first year but reported lower global self-esteem and greater endorsement of science-career stereotypes. Conversely, girls outperformed boys in mathematics in their second year, but paradoxically reported lower self-concept and competence beliefs in mathematics and science, and higher competence beliefs in English. Across both studies, mindset, self-efficacy, competence beliefs, and social self-esteem were positively related to English attainment; academic self-efficacy was positively related to mathematics attainment; and mindset, self-efficacy, self-concept, and competence beliefs were positively related to science attainment. Gender-achievement gaps in classroom-based academic attainment are complex and highly nuanced; they appear to vary between school subjects across years and may not correspond with similar differences in self-perceptions and scholastic attitudes.

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