Only a burden for females in math? Gender and domain differences in the relation between adolescents' fixed mindsets and motivation.

Autor/inn/en	Heyder, Anke; Weidinger, Anne F.; Steinmayr, Ricarda
Titel	Only a burden for females in math? Gender and domain differences in the relation between adolescents' fixed mindsets and motivation. Gefälligkeitsübersetzung: Nur eine Belastung für Frauen in Mathe? Geschlechts- und bereichsspezifische Unterschiede in der Beziehung zwischen den festen Denkweisen und der Motivation von Jugendlichen.
Quelle	In: Journal of youth and adolescence, (2021) 50, S. 177-188Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0047-2891; 1573-6601
DOI	10.1007/s10964-020-01345-4
Schlagwörter	Selbstkonzept; Geschlechtsspezifischer Unterschied; Sekundarbereich; Schüler; Intrinsische Motivation; Leistungsmotivation; Lernmotivation; Leseverstehen; Mathematische Kompetenz; Muttersprachlicher Unterricht; Leistung
Abstract	Gendered occupational and educational choices have often been traced back to gender differences in students' domain-specific ability self-concept and intrinsic motivation. This study explored the role of believing in an "innate" math or language arts ability (i.e., having a fixed mindset) for gender differences in students' ability self-concept and intrinsic motivation in 423 female (49%) and 447 male (51%) tenth graders from Germany (age M = 16.09 years, SD = 0.68, range: 14-18 years). In line with math-male stereotypes, believing in "innate" math ability was associated with lower ability self-concept and intrinsic motivation in female but not male students. In language arts, students' mindsets were unrelated to their motivation. The results suggest that a fixed mindset presents an additional burden for female students in math, but not for male or female students in language arts. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/1