Barbara Rončević Zubković, Rosanda Pahljina-Reinić, Svjetlana Kolić-Vehovec
{"title":"Age and gender differences in mathematics learning during school transition","authors":"Barbara Rončević Zubković, Rosanda Pahljina-Reinić, Svjetlana Kolić-Vehovec","doi":"10.1080/21683603.2021.1934206","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from elementary to high school. The students’ values and self-concept in mathematics, mathematics anxiety, and perceived use of mathematics learning strategies were assessed using online self-report questionnaires. Teacher-created tasks were used for performance assessment. The results revealed a decrease in mathematics motivation and performance during school transition. Older students valued mathematics less than younger students, had less positive mathematics self-concept, less frequently used learning strategies, and had lower mathematics performance. No main effect of age/grade on mathematics anxiety was found. Boys had a more positive mathematics self-concept but used learning strategies less often than girls. Moreover, interaction effects of age and gender were found. High school girls showed lower performance but higher anxiety than boys. Future research should focus on examining the efficiency of interventions tailored to prevent a decline in mathematics motivation and performance during the transition periods, especially for girls.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/21683603.2021.1934206","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2021.1934206","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT This study aimed to explore age and gender differences in motivational (mathematics value and self-concept), emotional (mathematics anxiety), and cognitive (learning strategies and performance) aspects of mathematics functioning in a large representative sample of Croatian students (N = 2749; 56% girls, mean age = 14.58) during the transition from elementary to high school. The students’ values and self-concept in mathematics, mathematics anxiety, and perceived use of mathematics learning strategies were assessed using online self-report questionnaires. Teacher-created tasks were used for performance assessment. The results revealed a decrease in mathematics motivation and performance during school transition. Older students valued mathematics less than younger students, had less positive mathematics self-concept, less frequently used learning strategies, and had lower mathematics performance. No main effect of age/grade on mathematics anxiety was found. Boys had a more positive mathematics self-concept but used learning strategies less often than girls. Moreover, interaction effects of age and gender were found. High school girls showed lower performance but higher anxiety than boys. Future research should focus on examining the efficiency of interventions tailored to prevent a decline in mathematics motivation and performance during the transition periods, especially for girls.
期刊介绍：
The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
