Gender Differences in Children's Math Self-Concept in the First Years of Elementary School

Autor/inn/en	Lindberg, Sven; Linkersdörfer, Janosch; Ehm, Jan-Henning; Hasselhorn, Marcus; Lonnemann, Jan
Titel	Gender Differences in Children's Math Self-Concept in the First Years of Elementary School
Quelle	In: Journal of Education and Learning, 2 (2013) 3, S.1-8 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Gender Differences; Elementary School Students; Mathematics Skills; Self Concept; Young Children; Elementary School Mathematics; Age Differences; Grade 1; Grade 2; Foreign Countries; Standardized Tests; Mathematics Tests; Arithmetic; Questionnaires; Statistical Analysis; Germany; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Selbstkonzept; Frühe Kindheit; Elementare Mathematik; Schulmathematik; Age; Difference; Age difference; Altersunterschied; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Standadised tests; Standardisierter Test; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Fragebogen; Statistische Analyse; Deutschland
Abstract	In the course of elementary school, children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls' math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01