Age and gender differences in mathematics learning during school transition

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2021-06-14 DOI:10.1080/21683603.2021.1934206
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":"11 1","pages":"20 - 33"},"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.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
转学期间数学学习的年龄与性别差异
摘要:本研究旨在探讨克罗地亚学生(N = 2749;56%的女孩,平均年龄为14.58岁)在从小学到高中的过渡阶段。采用在线自我报告问卷对学生的数学价值观和数学自我概念、数学焦虑和数学学习策略使用感知进行评估。教师创建的任务用于绩效评估。结果显示,在转学期间,学生的数学动机和成绩有所下降。年龄较大的学生对数学的重视程度低于年龄较小的学生,积极的数学自我概念较少,学习策略使用频率较低,数学成绩较差。年龄/年级对数学焦虑无主要影响。男孩的数学自我概念更积极,但使用学习策略的频率低于女孩。此外,还发现了年龄和性别的交互效应。高中女生的表现低于男生,但焦虑程度高于男生。未来的研究应侧重于检查为防止过渡时期数学动机和成绩下降而量身定制的干预措施的效率,特别是对女孩而言。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
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.
期刊最新文献
Children’s emotion regulation, behavior regulation, and mathematics achievement: A longitudinal mediation model Relationship between teacher and student psychological well-being in a Japanese context Risk and protective factors and coping strategies for building resilience in Greek general and special education teachers Children’s perceptions of teacher feedback: Portuguese validation of a scale Implementation and effectiveness of a sustained depression prevention program for high school students in Japan
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1