Girls and Mathematics--A "Hopeless" Issue? A Control-Value Approach to Gender Differences in Emotions towards Mathematics

Autor/inn/en	Frenzel, Anne C.; Pekrun, Reinhard; Goetz, Thomas
Titel	Girls and Mathematics--A "Hopeless" Issue? A Control-Value Approach to Gender Differences in Emotions towards Mathematics
Quelle	In: European Journal of Psychology of Education, 22 (2007) 4, S.497-514 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Females; Mathematics Achievement; Grade 5; Gender Differences; Psychological Patterns; Emotional Response; Social Values; Prior Learning; Correlation; Elementary School Students; Grades (Scholastic); Anxiety; Affective Behavior; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; Geschlechterkonflikt; Emotionales Verhalten; Sozialer Wert; Vorkenntnisse; Korrelation; Notenspiegel; Angst; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Deutschland
Abstract	This study analyzed gender differences in achievement emotions in the domain of mathematics. Based on Pekrun's (2000, 2006) control-value theory of achievement emotions, we hypothesized that there are gender differences in mathematics emotions due to the students' different levels of control and value beliefs in mathematics, even when controlling for prior achievement. The structural relationships between prior achievement, control and value beliefs, and emotions were assumed to be invariant across girls and boys in spite of hypothesized mean level differences of beliefs and emotions across genders. The emotions and beliefs of 1,036 male and 1,017 female 5th grade students were assessed by self-report measures, and their prior mathematics achievement was assessed by academic grades. Even though girls and boys had received similar grades in mathematics, girls reported significantly less enjoyment and pride than boys, but more anxiety, hopelessness and shame. Findings suggested that the female emotional pattern was due to the girls' low competence beliefs and domain value of mathematics, combined with their high subjective values of achievement in mathematics. Multiple-group comparisons confirmed that the structural relationships between variables were largely invariant across the genders. (Contains 1 figure and 4 tables.) (Author).
Anmerkungen	Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10