Sex Differences in High School Students' Causal Attributions of Performance in Mathematics

1980 ◽  
Vol 11 (5) ◽  
pp. 356-366
Author(s):  
Patricia L. Wolleat ◽  
Joan Daniels Pedro ◽  
Ann DeVaney Becker ◽  
Elizabeth Fennema
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
Mathematics Achievement ◽  
Causal Attributions ◽  
Causal Attribution ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Courses ◽  
Males And Females

The theory of causal attribution was applied to the problem of mathematics avoidance or the under-enrollment of females in nonrequired high school mathematics courses. It was hypothesized that sex differences in attributions of performance in mathematics would parallel previously documented sex differences in attributions in other achievement areas. Twelve hundred and twenty-four high school females (N=647) and males (N=577) took the Mathematics Attribution Scale and a test of mathematics achievement. As predicted, males and females differed in the strength of various attributions used to explain successful and unsuccessful performance in mathematics. Further, it was determined that sex and achievement in mathematics contribute separately to the variance in attribution patterns.

Sound Off!: Why Do So Many Students Perform So Poorly in Higher-Level Mathematics

2003 ◽  
Vol 96 (2) ◽  
pp. 102-104
Author(s):  
Kathryn Risher
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Courses ◽  
Do So ◽  
High School Mathematics Teachers

As high school mathematics teachers, my colleagues and I face this sad reality on a daily basis. After years of experience instructing teenagers in algebra, geometry, trigonometry, and calculus, we have recognized a number of forces that impede the success of high school students in higher-level mathematics courses. Many students and their parents either fail to recognize these forces or refuse to face them.

Sex Differences In Intimacy Motivation

1980 ◽  
Vol 5 (2) ◽  
pp. 164-169 ◽  
Author(s):  
Elizabeth Wyner Mark ◽  
Thelma G. Alper
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
School Students ◽  
Males And Females ◽  
Affiliation Motivation

Affiliation motivation in the literature has been conceptualized as inclusive of both intimacy and sociability needs. It is hypothesized here that the affiliative interests of males and females differ specifically in the strength of the motivation toward intimacy. Using a projective cue with a sample of high school students, highly significant sex differences in Intimacy Imagery were obtained. In addition, it was found that males who showed a stereotypically masculine orientation in their projective responses to two cues were less likely than other males to write stories containing Intimacy Imagery.

Attitudes, beliefs, and mathematics achievement of German and Japanese high school students

2000 ◽  
Vol 24 (2) ◽  
pp. 190-198 ◽  
Author(s):  
Bruce Randel ◽  
Harold W. Stevenson ◽  
Evelin Witruk
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Achievement ◽  
Poor Performance ◽  
High School Mathematics ◽  
School Students ◽  
Japanese Students ◽  
Attitudes And Practices ◽  
Mathematics Test ◽  
And Mathematics

A total of 1487 eleventh grade students in Leipzig (Germany) and Sendai (Japan) were given a test of basic concepts and operations in high school mathematics and a questionnaire involving beliefs, attitudes, and practices related to mathematics, their own abilities, and their psychological adjustment. Large differences were found between the two countries in the students’ performance. The lower scores of the German students are attributed to three major areas of difference. Compared to Japanese students, German students were less critical of themselves and their academic ability, held lower standards for their performance, and were less likely to attribute excellence in performance to studying. Students in both countries expressed few indications of maladjustment. When differences were found the indices of maladjustment were more common among German than among Japanese students. Boys obtained higher scores on the mathematics test than girls, were more likely to spend more time studying mathematics, and placed more importance on going to college than did girls. The poor performance of the German students appears to be attributable to the same kinds of beliefs and attitudes as those found in prior studies of US students, who also have received low scores on tests of mathematics achievement.

Graffiti of Canadian High School Students

1981 ◽  
Vol 49 (2) ◽  
pp. 559-562 ◽  
Author(s):  
S. M. S. Ahmed
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
Cultural Differences ◽  
Female Students ◽  
Male Students ◽  
French Canadians ◽  
School Students ◽  
Canadian Data ◽  
Males And Females

This study classified sex and cultural differences as reflected by inscriptions in washrooms and confirmed hypotheses that (1) females will write more graffiti than males, (2) there will be no sex differences in the proportion of sex-related graffiti to the total number of graffiti between males' and females' washrooms, (3) female students will write more sex-romantic graffiti than males, and male students will write more sex-erotic graffiti than females, and (4) French Canadians will write more political than any other graffiti than English Canadians. Two English and two French high schools were selected for the purpose. Wales and Brewers' (1973) scheme to classify the graffiti was used. The results are strikingly different from earlier studies. These differences might be explained in the terms of changes in prevailing attitudes and values of the society. Canadian data show more political graffiti than comparable American data.

Sex Differences in High School Students' Causal Attributions of Performance in Mathematics

1980 ◽  
Vol 11 (5) ◽  
pp. 356 ◽  
Author(s):  
Patricia L. Wolleat ◽  
Joan Daniels Pedro ◽  
Ann DeVaney Becker ◽  
Elizabeth Fennema
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
Causal Attributions ◽  
School Students

Sex differences in sex-role conceptions and family orientation of high school students

1977 ◽  
Vol 6 (2) ◽  
pp. 179-186 ◽  
Author(s):  
Shirley S. Angrist ◽  
Richard Mickelsen ◽  
Anthony N. Penna
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
Sex Role ◽  
School Students ◽  
Family Orientation ◽  
Role Conceptions

Risk as Value: A Switch of Set Hypothesis

1976 ◽  
Vol 38 (2) ◽  
pp. 655-658 ◽  
Author(s):  
George W. Kelling ◽  
Rhea Zirkes ◽  
Deena Myerowitz
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
General Tendency ◽  
Age Group ◽  
School Students ◽  
Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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