Classroom environment, achievement goals and maths performance: gender differences

Gherasim, Loredana Ruxandra; Butnaru, Simona; Măirean, Cornelia

doi:10.1080/03055698.2012.663480

Cited by 63 publications

(65 citation statements)

References 39 publications

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“…Department for Education, 2010). Given the gender differences in, for example, the formation of beliefs of ability (Correll, 2001), influences on intentions to study mathematics (Crombie et al, 2005), and perceptions of classroom environments (Gherasim et al, 2013), and the results presented from this study, it is important for these to be recognised at least at the level of classroom teaching practices.…”

Section: Wider Implicationsmentioning

confidence: 99%

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Sheldrake

Mujtaba

Reiß

2014

British Educational Res J

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Increasing the number of students who study mathematics once it is no longer compulsory remains a priority for England. A longitudinal cohort from England (1085 students) was surveyed at Years 10 and 12. Students' self-beliefs of ability influenced their GCSE mathematics grades and their intended and actual mathematics subject-choices; the degree of under-confidence or over-confidence related to these self-beliefs was also influential. Additional factors that significantly influenced students' intentions at Year 10 to study mathematics in Year 12 were the advice or pressure to do so, the extrinsic motivation associated with mathematics, their gender and the emotional response associated with doing mathematics. These same factors were also significant influences on students' intentions at Year 12 to study mathematics at university, with the addition of their intrinsic motivation associated with mathematics. Although gender was not a significant influence on GCSE mathematics grades or whether students actually studied A-Level mathematics, boys were associated with higher intentions to study mathematics into Year 12, 13 and university. Additionally, girls were generally more under-confident than boys in their self-beliefs. Introduction Self-beliefs and subject-choicesIncreasing the numbers of mathematics students and graduates remains a priority for England; mathematics helps solve problems throughout the physical sciences, computer sciences, engineering, medicine and many other areas, and more students and graduates are hoped by policy-makers and stake-holders to ultimately benefit the wider economy (The Royal Society, 2011). Mathematics A-Level entries have only recently recovered following a decline owing to the introduction of Curriculum 2000 (Department for Education, 2011), and it remains important to explore why students decide to study A-Level mathematics or not, especially as fewer students in England study non-compulsory mathematics compared with many other countries (Hodgen et al., 2013).Students' attainment in GCSE mathematics has a major effect on whether they continue with the subject once it becomes non-compulsory. A continued onto A-Level mathematics, but only 15% of students with grade B and 1% with grade C did so (Department for Education, 2012). Other subjects such as the sciences, history and languages, are less critically dependent on GCSE grades for progression to A-Level. Additionally, students' self-beliefs of their own attainment, ability, or success, such as their academic subject-specific self-concept beliefs, are fundamental to both attainment (e.g. Huang, 2011) and subject-choices (e.g. Blenkinsop et al., 2006). A systematic literature review (Tripney et al., 2010) has highlighted that these self-beliefs, together with the perceived usefulness of subjects, enjoyment, and the complementary nature of some subjects, are commonly reported reasons for A-Level choices. Mathematics subject-choices in England have also been influenced by the perceived difficulty of A-Level study and (low) confi...

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Section: Wider Implicationsmentioning

confidence: 99%

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Sheldrake

Mujtaba

Reiß

2014

British Educational Res J

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“…This shows that when girls are given a task they are trying to complete it and they feel that they are equal to the male students in their classrooms, which is supported by other studies in the field (Brok, Fisher, Rickards, & Bull, 2006;Khaldi & Khatib, 2014;Küçükoğlu & Köse, 2008;Rakıcı, 2004;Şahin & Özbay, 1999;Telli, Çakıroğlu, & Brok, 2006). For example; some researchers have associated the differences in students' perceptions of learning environment to their gender characteristics (Boz, Yerdelen-Damar, Aydemir, & Aydemir, 2016;Burnett, 2002;Gherasim, Butnaru, & Mairean, 2013;Henderson, Fisher, & Fraser, 1995;Riah & Fraser;1998;Wong & Fraser, 1994). Similarly, Mok (2002) suggested that since female students have higher developmental expectations of schools, they perceive their classroom atmosphere more positively.…”

Section: Discussion Conclusion and Implementationmentioning

confidence: 72%

“…Araştırmadan elde edilen bu bulgunun alanyazın ile uyumlu olduğu görülmektedir (Brok, Fisher, Rickards, & Bull, 2006;Khaldi & Khatib, 2014;Küçükoğlu & Köse, 2008;Rakıcı, 2004;Şahin & Özbay, 1999;Telli, Çakıroğlu, & Brok, 2006). Örneğin; bazı araştırmacılar öğrencilerin öğrenme ortamına ilişkin algılarında görülen farklılıkları cinsiyete özgü özellikler ile ilişkilendirmişlerdir (Boz, Yerdelen-Damar, Aydemir, & Aydemir, 2016;Burnett, 2002;Gherasim, Butnaru, & Mairean, 2013;Henderson, Fisher, & Fraser, 1995;Riah & Fraser;1998;Wong & Fraser, 1994). Benzer şekilde, Mok (2002) kız öğrencilerin okuldan talep ettikleri gelişimsel beklentilerinin daha yüksek olması sebebiyle sınıf atmosferini daha olumlu algıladıklarını ifade etmektedir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Investigating of perceptions on classroom climate for third and fourth graders

Aygün

Taşkın

2018

Pegegog

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In the research, it is aimed to investigate the classroom environment perceptions of the third and fourth graders in terms of some variables. Accordingly, `What is happening in this class?` scale has been adapted into Turkish and validity and reliability studies have been conducted as well. Then, the scale was administered to 526 students at the third and the fourth grades of primary school in the fall semester of the 2016-2017 academic years. The data was analyzed terms of gender, class level and socio-cultural status of the school. The findings indicate that the students' perceptions of classroom environment in the factors of Student Cohesiveness, Teacher Support, Participation, Investigation, Task Orientation, Cooperation and Equity are Always. Additionally, there is a significant difference between students’ classroom environment perceptions in favour for girls. According to grades, there is a significant difference between students’ classroom environment perceptions in favour of the third grade students. Based on the school socio-cultural status, there is a significant difference between students’ classroom environment perceptions towards very good.

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“…Cinsiyet ile başarı amaç oryantasyonu arasındaki ilişkinin incelendiği bazı araştırmalarda, farklı başarı amaç oryantasyonu türlerine ilişkin farklı sonuçlar elde edilmiştir. Örneğin; bazı araştırmalarda kızların erkeklere göre daha çok öğrenme amaçlarını benimsedikleri (Ablard ve Lipschultz, 1998;Elliot ve McGregor, 2001;Gherasim, Butnaru, Mairean, 2013;Pajares, Britner, Valiante, 2000;Steinmayr, Bipp ve Spinath, 2011), erkeklerin ise daha çok performans amaçlarını benimsedikleri tespit edilmiştir (Freudenthaler, Spinath ve Neubauer, 2008;Middleton ve Midgley 1997;Ryan ve Pintrich, 1997). Bazı araştırmalarda ise performans amaçları açısından kız ve erkekler arasında (Ablard ve Lipschultz, 1998;Musa, 2013) anlamlı bir farklılık bulunmadığı belirlenmiştir.…”

Section: Araştırmanın Amacı Ve öNemiunclassified

The Investigation of the Relationship between the Students’ Perceptions about the Classroom Assessment Environment and Their Achievement-Goal Orientations: Gender Perspective

Buldur

2014

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Classroom environment, achievement goals and maths performance: gender differences

Cited by 63 publications

References 39 publications

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are

Investigating of perceptions on classroom climate for third and fourth graders

The Investigation of the Relationship between the Students’ Perceptions about the Classroom Assessment Environment and Their Achievement-Goal Orientations: Gender Perspective

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