Achievement and Behaviour in Undergraduate Mathematics: Personality Is a Better Predictor than Gender

Autor/inn/en	Alcock, Lara; Attridge, Nina; Kenny, Steven; Inglis, Matthew
Titel	Achievement and Behaviour in Undergraduate Mathematics: Personality Is a Better Predictor than Gender
Quelle	In: Research in Mathematics Education, 16 (2014) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2013.874094
Schlagwörter	Undergraduate Students; Mathematics Achievement; Personality Traits; Gender Differences; Predictor Variables; Student Behavior; Predictive Validity; Mathematics Education; Individual Differences; Personality Measures; Grades (Scholastic); Questionnaires; Incidence; Comparative Analysis; Foreign Countries; College Students; Learning Strategies; Multivariate Analysis; Regression (Statistics); United Kingdom (England); Study Process Questionnaire + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Geschlechterkonflikt; Prädiktor; Student behaviour; Schülerverhalten; Mathematische Bildung; Individueller Unterschied; Notenspiegel; Fragebogen; Vorkommen; Ausland; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Multivariate Analyse; Regression; Regressionsanalyse
Abstract	We investigated two factors that predict students' achievement and behaviour in undergraduate mathematics: gender and personality. We found that gender predicted students' achievement and behaviour when considered in isolation, but ceased to be predictive when personality profiles were taken into account. Furthermore, personality accounted for significantly more variance in undergraduates' achievement and behaviour than did gender, but the converse was not the case. We therefore argue that personality provides the more productive lens through which to understand the behaviour of undergraduate mathematics students. We relate this finding to recent research emphasising gender differences in mathematics education, and suggest that researchers wishing to promote equity in participation at and beyond the undergraduate level should consider shifting their focus to individual differences in personality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01