Gender differences in math and reading: Performance, self-concept and expectations
Previous studies show gender differences in math and language performance, mainly in adolescents. In this study, we aim to evaluate gender differences in self-concept, subjective value, expectations and academic performance, to analyze the relationships between the variables, and to understand their...
- Autores:
-
Cárcamo, Carolina
Moreno, Amparo
Barrio, Cristina Del
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad Tecnológica de Bolívar
- Repositorio:
- Repositorio Institucional UTB
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.utb.edu.co:20.500.12585/12223
- Acceso en línea:
- https://hdl.handle.net/20.500.12585/12223
- Palabra clave:
- Stereotype Threat;
Scanning Transmission Electron Microscopy;
Competence Beliefs
LEMB
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/4.0/
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Gender differences in math and reading: Performance, self-concept and expectations |
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Diferencias de género en matemáticas y lengua: Rendimiento académico, autoconcepto y expectativas |
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Gender differences in math and reading: Performance, self-concept and expectations |
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Gender differences in math and reading: Performance, self-concept and expectations Stereotype Threat; Scanning Transmission Electron Microscopy; Competence Beliefs LEMB |
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Gender differences in math and reading: Performance, self-concept and expectations |
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Gender differences in math and reading: Performance, self-concept and expectations |
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Gender differences in math and reading: Performance, self-concept and expectations |
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Gender differences in math and reading: Performance, self-concept and expectations |
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Gender differences in math and reading: Performance, self-concept and expectations |
| dc.creator.fl_str_mv |
Cárcamo, Carolina Moreno, Amparo Barrio, Cristina Del |
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Cárcamo, Carolina Moreno, Amparo Barrio, Cristina Del |
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Stereotype Threat; Scanning Transmission Electron Microscopy; Competence Beliefs |
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Stereotype Threat; Scanning Transmission Electron Microscopy; Competence Beliefs LEMB |
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LEMB |
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Previous studies show gender differences in math and language performance, mainly in adolescents. In this study, we aim to evaluate gender differences in self-concept, subjective value, expectations and academic performance, to analyze the relationships between the variables, and to understand their role in explaining performance in language and mathematics. A total of 406 4th and 5th grade students from Colombia participated in this study. The results show that girls have higher performance expectations in mathematics and language, as well as higher performance in language than boys. No gender differences were found in self-concept and the subjective value of the task. Self-concept, performance expectations and age explained performance in both mathematics and language. We discuss the implications of these results for narrowing the gender gap in learning. Because this study is the first attempt to explore the relationships between expectations and task-value beliefs in language and mathematics in Hispanic primary school students based on the Expectancy-Value Model, more research is needed to support or refute our findings. © 2020 Fundación Universitaria Konrad Lorenz. |
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2020 |
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2020 |
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2023-07-19T21:23:26Z |
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2023-07-19T21:23:26Z |
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2023 |
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Cárcamo, C., Moreno, A., & Barrio, C. D. (2020). Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas. Suma Psicológica, 27(1), 27-34. |
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https://hdl.handle.net/20.500.12585/12223 |
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10.14349/sumapsi.2020.v27.n1.4 |
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Universidad Tecnológica de Bolívar |
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Repositorio Universidad Tecnológica de Bolívar |
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Cárcamo, C., Moreno, A., & Barrio, C. D. (2020). Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas. Suma Psicológica, 27(1), 27-34. 10.14349/sumapsi.2020.v27.n1.4 Universidad Tecnológica de Bolívar Repositorio Universidad Tecnológica de Bolívar |
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https://hdl.handle.net/20.500.12585/12223 |
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Cárcamo, Carolina1e7ac331-ea76-4126-8d76-05076de28c19Moreno, Amparoa16932da-1a98-4017-8418-5bd99dea6e27Barrio, Cristina Delc9192613-8326-400d-b41a-aa8aff4fe10a2023-07-19T21:23:26Z2023-07-19T21:23:26Z20202023Cárcamo, C., Moreno, A., & Barrio, C. D. (2020). Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas. Suma Psicológica, 27(1), 27-34.https://hdl.handle.net/20.500.12585/1222310.14349/sumapsi.2020.v27.n1.4Universidad Tecnológica de BolívarRepositorio Universidad Tecnológica de BolívarPrevious studies show gender differences in math and language performance, mainly in adolescents. In this study, we aim to evaluate gender differences in self-concept, subjective value, expectations and academic performance, to analyze the relationships between the variables, and to understand their role in explaining performance in language and mathematics. A total of 406 4th and 5th grade students from Colombia participated in this study. The results show that girls have higher performance expectations in mathematics and language, as well as higher performance in language than boys. No gender differences were found in self-concept and the subjective value of the task. Self-concept, performance expectations and age explained performance in both mathematics and language. We discuss the implications of these results for narrowing the gender gap in learning. Because this study is the first attempt to explore the relationships between expectations and task-value beliefs in language and mathematics in Hispanic primary school students based on the Expectancy-Value Model, more research is needed to support or refute our findings. © 2020 Fundación Universitaria Konrad Lorenz.Previous studies show gender differences in math and language performance, mainly in adolescents. In this study, we aim to evaluate gender differences in self-concept, subjective value, expectations and academic performance, to analyze the relationships between the variables, and to understand their role in explaining performance in language and mathematics. A total of 406 4th and 5th grade students from Colombia participated in this study. The results show that girls have higher performance expectations in mathematics and language, as well as higher performance in language than boys. No gender differences were found in self-concept and the subjective value of the task. Self-concept, performance expectations and age explained performance in both mathematics and language. We discuss the implications of these results for narrowing the gender gap in learning. Because this study is the first attempt to explore the relationships between expectations and task-value beliefs in language and mathematics in Hispanic primary school students based on the Expectancy-Value Model, more research is needed to support or refute our findings. © 2020 Fundación Universitaria Konrad Lorenz.7 páginasapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Suma PsicologicaGender differences in math and reading: Performance, self-concept and expectationsDiferencias de género en matemáticas y lengua: Rendimiento académico, autoconcepto y expectativasinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/drafthttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_2df8fbb1Stereotype Threat;Scanning Transmission Electron Microscopy;Competence BeliefsLEMBCartagena de IndiasAndrés, M.L., Stelzer, F., Vernucci, S., Canet Juric, L., Galli, J.I., Navarro Guzmán, J.I. Emotion regulation and academic skills: Relationship in children aged 9 to 11 (2017) Suma Psicologica, 24 (2), pp. 79-86. Cited 7 times. http://openjournal.fukl.edu/index.php/sumapsi doi: 10.1016/j.sumpsi.2017.07.001Anmarkrud, Ø., Bråten, I. Motivation for reading comprehension (2009) Learning and Individual Differences, 19 (2), pp. 252-256. Cited 99 times. doi: 10.1016/j.lindif.2008.09.002Bandura, A. Self-efficacy: Toward a unifying theory of behavioral change (1977) Psychological Review, 84 (2), pp. 191-215. Cited 30451 times. doi: 10.1037/0033-295X.84.2.191Bian, L., Leslie, S.-J., Cimpian, A. Gender stereotypes about intellectual ability emerge early and influence children’s interests (2017) Science, 355 (6323), pp. 389-391. Cited 510 times. https://www.science.org/doi/pdf/10.1126/science.aah6524?download=true doi: 10.1126/SCIENCE.AAH6524Brandell, G., Staberg, E.-M. Mathematics: A female, male or gender-neutral domain? A study of attitudes among students at secondary level (2008) Gender and Education, 20 (5), pp. 495-509. Cited 48 times. doi: 10.1080/09540250701805771Buser, T., Niederle, M., Oosterbeek, H. Gender, competitiveness, and career choices (2014) Quarterly Journal of Economics, 129 (3), pp. 1409-1447. Cited 353 times. http://www.oxfordjournals.org/our_journals/qje/ doi: 10.1093/qje/qju009Castañeda, M., Cabrera, A., Navarro, Y., Vries, W. Pro-cesamiento de datos y análisis estadísticos utilizando SPSS: un libro práctico para investigadores y administradores educati-vos (2010) . Cited 35 times. EDIPUCRSCvencek, D., Meltzoff, A.N., Greenwald, A.G. Math-Gender Stereotypes in Elementary School Children (2011) Child Development, 82 (3), pp. 766-779. Cited 463 times. doi: 10.1111/j.1467-8624.2010.01529.xDominguez-Lara, S., Prada-Chapoñan, R., Moreta-Herrera, R. 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Cited 445 times. http://www.sagepub.com/home.nav doi: 10.1177/0956797617741719Weiner, B. History of Motivational Research in Education (Open Access) (1990) Journal of Educational Psychology, 82 (4), pp. 616-622. Cited 313 times. doi: 10.1037/0022-0663.82.4.616Widlund, A., Tuominen, H., Tapola, A., Korhonen, J. Gendered pathways from academic performance, motivational beliefs, and school burnout to adolescents’ educational and occupational aspirations (2020) Learning and Instruction, 66, art. no. 101299. Cited 32 times. http://www.elsevier.com/locate/learninstruc doi: 10.1016/j.learninstruc.2019.101299Wigfield, A., Gladstone, J.R. What does expectancy-value theory have to say about motivation and achievement in times of change and uncertainty? (2019) Advances in Motivation and Achievement, 20, pp. 15-32. Cited 20 times. http://www.emeraldinsight.com/products/books/series.htm?id=0749-7423 doi: 10.1108/S0749-742320190000020002Wigfield, A., Eccles, J.S. Expectancy-value theory of achievement motivation (Open Access) (2000) Contemporary Educational Psychology, 25 (1), pp. 68-81. Cited 3771 times. doi: 10.1006/ceps.1999.1015Wigfield, A., Eccles, J., Fredricks, J. A., Simpkins, S., Roeser, R. W., Schiefele, U. Development of achievement motivation and engagement (2015) Handbook of Child Psychology and Developmental Science, pp. 657-691. Cited 422 times. En R. M. Lerner (Ed), (7th ed) Wiley https://doi.org/10.1002/9781118963418.childpsy316Wigfield, A., Harold, R.D., Freedman-Doan, C., Eccles, J.S., Yoon, K.S., Arbreton, A.J.A., Blumenfeld, P.C. Change in Children's Competence Beliefs and Subjective Task Values Across the Elementary School Years: A 3-Year Study (Open Access) (1997) Journal of Educational Psychology, 89 (3), pp. 451-469. 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