Gender-related differences in self-referenced cognitions in relation to mathematics

被引:63
作者
Seegers, G
Boekaerts, M
机构
[1] Department of Education, Centre for the Study of Education and Instruction, Leiden University, 2300 RB Leiden
[2] Department of Instruction Theory and Technology, Centre for the Study of Education and Instruction, Leiden University, 2300 RB Leiden
关键词
D O I
10.2307/749601
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:215 / 240
页数:26
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