Gender Stereotypes, Performance and Identification with Math

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F15%3A10313648" target="_blank" >RIV/00216208:11410/15:10313648 - isvavai.cz</a>

Výsledek na webu

<a href="http://ac.els-cdn.com/S1877042815032309/1-s2.0-S1877042815032309-main.pdf?_tid=29d26f12-a72b-11e5-9f4d-00000aacb361&acdnat=1450624133_61b7670679c18e09c009e437eefe3953" target="_blank" >http://ac.els-cdn.com/S1877042815032309/1-s2.0-S1877042815032309-main.pdf?_tid=29d26f12-a72b-11e5-9f4d-00000aacb361&acdnat=1450624133_61b7670679c18e09c009e437eefe3953</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.sbspro.2015.04.937" target="_blank" >10.1016/j.sbspro.2015.04.937</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Gender Stereotypes, Performance and Identification with Math

Popis výsledku v původním jazyce

Previous research has showed that school achievements depend on students' motivation and identification (Zimmerman, 2000). There are some differences between girls and boys beliefs about mathematics (Gallagher & Kaufman, 2005). We still do not have enough information about relations between identification and gender beliefs and about the impact of those two areas on real knowledge. The paper presents new research on academic achievementsand attitudes of girls and boys in mathematics. The basic aim is totest whether there is a correlation between mathematical knowledge/performance, identification with mathematics and gender schemas. The study involved 436 boys and girls who were divided into two ge groups - 10 or 11 years old and 14 or 15 years old. Data were collected using a questionnaire focusing both on identification with math, and on gender schemas. The second source of data was a didactic test with 10 or 12 math items from TIMSS. In all three areas (identification with math, gen

Název v anglickém jazyce

Gender Stereotypes, Performance and Identification with Math

Popis výsledku anglicky

Previous research has showed that school achievements depend on students' motivation and identification (Zimmerman, 2000). There are some differences between girls and boys beliefs about mathematics (Gallagher & Kaufman, 2005). We still do not have enough information about relations between identification and gender beliefs and about the impact of those two areas on real knowledge. The paper presents new research on academic achievementsand attitudes of girls and boys in mathematics. The basic aim is totest whether there is a correlation between mathematical knowledge/performance, identification with mathematics and gender schemas. The study involved 436 boys and girls who were divided into two ge groups - 10 or 11 years old and 14 or 15 years old. Data were collected using a questionnaire focusing both on identification with math, and on gender schemas. The second source of data was a didactic test with 10 or 12 math items from TIMSS. In all three areas (identification with math, gen

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AN - Psychologie

OECD FORD obor

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Projekt

Výsledek vznikl pri realizaci vícero projektů. Více informací v záložce Projekty.

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Procedia - Social and Behavioral Sciences

ISSN

1877-0428

e-ISSN

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Svazek periodika

19

Číslo periodika v rámci svazku

190

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

9

Strana od-do

211-219

Kód UT WoS článku

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EID výsledku v databázi Scopus

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