Gender Differences in Gifted and Average-Ability Students: Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics

Autor/inn/en	Preckel, Franzis; Goetz, Thomas; Pekrun, Reinhard; Kleine, Michael
Titel	Gender Differences in Gifted and Average-Ability Students: Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics
Quelle	In: Gifted Child Quarterly, 52 (2008) 2, S.146-159 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986208315834
Schlagwörter	Academically Gifted; Mathematics Achievement; Student Motivation; Ability Grouping; Grade 6; Gender Differences; Cognitive Ability; Comparative Analysis; Self Esteem; Student Interests; Thinking Skills; Foreign Countries; Scores; Student Attitudes; Mathematics Skills; Germany + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Homogene Gruppierung; Niveaugruppierung; Streaming; School year 06; 6. Schuljahr; Schuljahr 06; Geschlechterkonflikt; Denkfähigkeit; Self-esteem; Selbstaufmerksamkeit; Studieninteresse; Ausland; Schülerverhalten; Mathematics ability; Deutschland
Abstract	This article investigates gender differences in 181 gifted and 181 average-ability sixth graders in achievement, academic self-concept, interest, and motivation in mathematics. Giftedness was conceptualized as nonverbal reasoning ability and defined by a rank of at least 95% on a nonverbal reasoning subscale of the German Cognitive Abilities Test. Mathematical achievement was measured by teacher-assigned grades and a standardized mathematics test. Self-concept, interest, and motivation were assessed by questionnaire. In both ability groups, boys earned significantly higher test scores but there were no gender differences in grades. Girls scored lower on measures of academic self-concept, interest, and motivation. Gender differences were larger in gifted than in average-ability students. Ability group differences for self-concept and interest were only found for boys in favor of the gifted. Results support the assumption that gender differences in self-concept, interest, and motivation in mathematics are more prevalent in gifted than in average-ability students. (Contains 3 tables, 1 figure, and 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10