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Autor/inn/en | Geary, David C.; Hoard, Mary K.; Nugent, Lara |
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Titel | Boys' Advantage in Solving Algebra Word Problems Is Mediated by Spatial Abilities and Mathematics Anxiety |
Quelle | In: Developmental Psychology, 59 (2023) 3, S.413-430 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Geary, David C.) ORCID (Hoard, Mary K.) ORCID (Nugent, Lara) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0012-1649 |
DOI | 10.1037/dev0001450 |
Schlagwörter | Males; Algebra; Word Problems (Mathematics); Spatial Ability; Mathematics Anxiety; Mathematics Achievement; Intelligence; Short Term Memory; Attention Control; Self Efficacy; Intelligence Tests; Grade 7; Grade 8; Grade 9; Middle School Students; High School Students; Missouri; Wechsler Abbreviated Scale of Intelligence Male; Männliches Geschlecht; Textaufgabe; Räumliches Vorstellungsvermögen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Intelligenz; Klugheit; Kurzzeitgedächtnis; Aufmerksamkeitstest; Self-efficacy; Selbstwirksamkeit; Intelligence test; Intelligenztest; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin |
Abstract | Adolescents' (n = 342, 169 boys) general algebra and algebra word problems performance were assessed in 9th grade as were intelligence, academic achievement, working memory, and spatial abilities in prior grades. The adolescents reported on their academic attitudes and anxiety and their teachers reported on their in-class attentive behavior in 7th to 9th grade. There were no sex differences on the general algebra measure or for mathematics achievement, but boys had an advantage on the algebra word problems measure (d = 0.51) and for spatial abilities (ds = 0.29 to 0.58). Boys had higher mathematics self-efficacy (d = 0.24 to 0.33), lower mathematics anxiety (ds = -0.31 to -0.53) and were less attentive in classrooms (ds = -0.28 to -0.37). A series of structural equation models revealed the sex difference for algebra word problems was mediated by spatial abilities and mathematics anxiety, controlling myriad confounds. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |