Gender and numerical intelligence: Does motivation matter?

Autor/inn/en	Steinmayr, Ricarda; Wirthwein, Linda; Schöne, Claudia
Titel	Gender and numerical intelligence: Does motivation matter? Gefälligkeitsübersetzung: Geschlecht und numerische Intelligenz: Spielt die Motivation eine Rolle?
Quelle	In: Learning and individual differences, (2014) 32, S. 140-147Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2014.01.001
Schlagwörter	Eigenschaft; Erwartung; Selbstkonzept; Geschlechtsspezifischer Unterschied; Sekundarbereich; Schüler; Schülerin; Prüfungsangst; Leistungsmotivation; Lernmotivation; Mathematik; Leistung
Abstract	Studied the links between motivation, gender, numerical intelligence, and achievement. 150 female and 154 male high school students were assessed with the Numerical Intelligence subtest of the Intelligence Structure Test 2000-R (IST), a subscale from a German math ability self-concept measurement (SESSKO), a subscale from the German Scales for Assessing Subjective Academic Values (SESSW), the German version of the Test Anxiety Inventory (TAI), math grades, and questions regarding self-estimated numerical intelligence and success expectations. Results from structural equation modeling showed that male gender, better grades, higher math ability self-concept and success expectations, and valuing math were all linked to better test performance, whereas increased test anxiety correlated negatively with performance. Variables were in themselves significantly associated with gender with males reporting higher self-concepts and expectations and lower test anxiety. In conclusion, results emphasize the importance of motivational variables when considering gender differences on math achievement. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3