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 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.

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 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.

scholarly journals Gender differences in the impact of families on alcohol use: a lagged longitudinal study of early adolescents

Addiction ◽  
2011 ◽  
Vol 106 (8) ◽  
pp. 1427-1436 ◽  
Author(s):  
Adrian B. Kelly ◽  
Martin O'Flaherty ◽  
John W. Toumbourou ◽  
Jason P. Connor ◽  
Sheryl A. Hemphill ◽  
...  
Keyword(s):  
Gender Differences ◽  
Longitudinal Study ◽  
Alcohol Use ◽  
Early Adolescents ◽  
The Impact

Correlates of self-concept among black early adolescents

1980 ◽  
Vol 9 (2) ◽  
pp. 163-173 ◽  
Author(s):  
Marilyn J. Paul ◽  
Judith L. Fischer
Keyword(s):  
Early Adolescents ◽  
Self Concept
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