In this study, predictions were tested from Marsh's (1986) internal/external (I/E) frame of reference model (measuring cognitive dimensions of math and verbal self-concepts), and gender differences in the structure of academic self-concept were examined through path analyses of data from 231 Norwegian sixth-grade students (117 boys and 114 girls). Math and verbal selfconcepts on a cognitive level were defined as success expectations on defined tasks. No strong support was found for the I/E model: Math and verbal self-concepts were highly correlated, and no significant negative direct effects were found of verbal achievement on math self-concept or of math achievement on verbal self-concept for boys, although a negative direct effect of verbal achievement on math self-concept was found for girls. The results differed from previous research measuring evaluative dimensions of math and verbal self-concepts, suggesting either remarkable cultural differences or that academic self-concepts are more complex than has been assumed. The structure of self-concept differed for boys and girls; math and verbal self-concepts related differently to general academic self-concept. The gender differences are discussed in terms of sex stereotypes. This study has implications for research on academic self-concept and gender differences.
This study examined gender differences in mathematics and verbal self‐concept, self‐perceived skills, and motivation and whether such differences were larger than could be explained by differences in achievement. Subjects were 356 sixth grade and 353 ninth grade Norwegian students. Data were analysed by analysis of variance and covariance. There were no differences between the sexes in mathematics achievement, whereas boys had higher mathematics self‐concept and self‐perceived mathematics skill than girls. Girls had higher verbal achievement than boys, but there were no significant differences in verbal self‐concept or self‐perceived verbal skills. Also, boys had higher mathematics motivation and lower verbal motivation than girls. None of the gender differences in self‐perceptions of ability or motivation could be explained by differences in achievement. However, the difference in mathematics motivation was no larger than could be explained by differences in self‐perceived abilities, whereas the difference in verbal motivation could not be explained by differences in self‐perceived abilities. The results are discussed in terms of sex stereotypes.
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