A Social-Emotional Pathway to Promoting Math Self-Concept: The Moderating Role of Sex

Autor/inn/en	Wong, Tracy K. Y.; Konishi, Chiaki; Tao, Lydia
Titel	A Social-Emotional Pathway to Promoting Math Self-Concept: The Moderating Role of Sex
Quelle	In: Educational Psychology, 39 (2019) 9, S.1119-1135 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Tracy K. Y.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1621994
Schlagwörter	Foreign Countries; Achievement Tests; Educational Environment; Self Concept; Teacher Student Relationship; Student School Relationship; Gender Differences; Secondary School Students; Correlation; Mathematics Skills; Intervention; Social Development; Emotional Development; Canada; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Schüler-Lehrer-Beziehung; Geschlechterkonflikt; Sekundarschüler; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Soziale Entwicklung; Gefühlsbildung; Kanada
Abstract	Guided by the school climate and social-emotional learning literature, this study explored math self-concept in relation to student-teacher relationships and students' sense of school belonging while accounting for sex differences. Participants included two random subsamples (Ns = 532; 558) of 15-year-old Canadian students who participated in the 2012 Programme for International Student Assessment (PISA). Results indicated that while student-teacher relationships were positively associated with math self-concept among boys, sense of school belonging was positively associated with math self-concept among girls. Moderated mediation analyses indicated that the indirect association between student-teacher relationships and math self-concept via the sense of school belonging was significant only among girls; the total effects model was only significant among boys. These findings were evidenced in both subsamples. Findings suggest the importance to not only enhance student-teacher relationships and students' sense of school belonging, but also to recognize how intervention efforts might vary depending on students' sex. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01