Sex Differences in Developmental Pathways to Mathematical Competence

Autor/inn/en	Geary, David C.; Hoard, Mary K.; Nugent, Lara; Ünal, Zehra E.
Titel	Sex Differences in Developmental Pathways to Mathematical Competence
Quelle	In: Journal of Educational Psychology, 115 (2023) 2, S.212-228 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geary, David C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000763
Schlagwörter	Gender Differences; Mathematics Skills; Mathematics Achievement; Adolescents; Grade 6; Grade 7; Grade 8; Grade 9; Middle School Students; Student Behavior; Attention; Spatial Ability; Short Term Memory; Cognitive Ability; Arithmetic; Algebra; Intelligence Quotient; Missouri; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Aufmerksamkeit; Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis; Denkfähigkeit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Intelligenzquotient
Abstract	The study tested the hypothesis that there are sex differences in the pathways to mathematical development. Three-hundred and 42 adolescents (169 boys) were assessed in various mathematics areas from arithmetic fluency to algebra across 6th to 9th grade, inclusive, and completed a battery of working memory, spatial, and intelligence measures in middle school. Their middle school and ninth grade teachers reported on their in-class attentive behavior. There were no sex differences in overall mathematics performance, but boys had advantages on all spatial measures (ds = 0.29 to 0.58) and girls were more attentive in classroom settings (ds = -0.28 to -0.37). A series of structural equation models indicated that sixth- to ninth-grade mathematical competence was influenced by a combination of general cognitive ability, spatial abilities, and in-class attention. General cognitive ability was important for both sexes but the spatial pathway to mathematical competence was relatively more important for boys and the in-class attention pathway for girls. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01