Gender differences in mathematics and verbal achievement, self‐perception and motivation

Abstract

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.

Northern Lights on TIMSS and PIRLS 2011

“…In line with this, girls have a lower mathematics self-concept, lower selfperceived math skills and lower math motivation. Girls' lower levels of confidence can lead to a reliance of girls on (proven) rules and procedures (such as finger counting), whereas boys seem to use more intuitive strategies (Skaalvik & Rankin 1994). …”

Competências de matemática e de literacia emergente: Estudo correlacional

“…Os resultados encontrados demonstram a inexistência de diferenças entre sexos nos desempenhos nas competências de linguagem oral, consciência fonológica, linguagem escrita e competências matemáticas, à semelhança de outros estudos (Matthews et al, 2009;Mazzocco & Thompson, 2005;Skaalvik & Rankin, 1994). De um modo geral, estes resultados sugerem que os desempenhos diferenciados das crianças parecem estar mais relacionados com questões ambientais e contextuais do que com caraterísticas individuais ou desenvolvimentais.…”

“…O desempenho diferencial dos alunos em função do sexo tem igualmente sido considerado como uma preocupação das investigações (Below, Skinner, Fearrington, & Sorrel, 2010;Matthews, Ponitz, & Morrison, 2009;Mazzocco & Thompson, 2005;Skaalvik & Rankin, 1994).…”

“…No âmbito da matemática, os resultados são ambíguos (Mazzocco & Thompson, 2005;Skaalvik & Rankin, 1994). Na educação pré-escolar, ainda sem ocorrer uma aprendizagem formal, os estudos não são conclusivos sobre a influência do sexo no desempenho das crianças (Matthews et al, 2009;Mazzocco & Thompson, 2005 Os participantes do presente estudo eram provenientes de sete jardins de infância, correspondendo a um total de 14 educadoras de infância.…”

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

“…Other studies have found no race/ethnic differences in motivation between Black and White students (Forkner, 2001), Asian and White students (Chun, 2000), and Irish and American business students (De Pillis, 1999). The impact of intrinsic motivation may vary with gender and race; women are more likely to produce less creative work, for example, under extrinsic constraints (Baer, 1997), and male students have been found to have lower verbal motivation and higher mathematics motivation than female students (Skaalvik & Rankin, 1994). As mentioned, Anglo American students showed less intrinsic motivation when decisions were made for them by other people, while Asian American students showed more intrinsic motivation (Iyengar & Lepper, 1999).…”