Gender differences in mathematics and science: the role of the actiotope in determining individuals' achievements and confidence in their own abilities

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F14%3A00074254" target="_blank" >RIV/00216224:14230/14:00074254 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1080/13598139.2014.916092" target="_blank" >http://dx.doi.org/10.1080/13598139.2014.916092</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/13598139.2014.916092" target="_blank" >10.1080/13598139.2014.916092</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Gender differences in mathematics and science: the role of the actiotope in determining individuals' achievements and confidence in their own abilities

Popis výsledku v původním jazyce

Despite changes, gender differences in math and science continue to exist in some countries. We examined whether the actiotopes of boys and girls at the high school level in math and science differed and the extent to which (a) their actiotope components, (b) the progressive development of their actiotopes (dynamic perspective), and (c) the co-adaptation of their actiotopes (systems perspective) function as predictors for girls' and boys' achievements and confidence in one's own abilities in math and science. To answer these questions, we examined girls and boys (N=361) in Canada, the Czech Republic, and Germany with a questionnaire. The results suggest that girls are less effective at progressively developing their actiotopes in the fields of math andscience and that modifications in their actiotopes were less well balanced by stabilizing forces.

Název v anglickém jazyce

Gender differences in mathematics and science: the role of the actiotope in determining individuals' achievements and confidence in their own abilities

Popis výsledku anglicky

Despite changes, gender differences in math and science continue to exist in some countries. We examined whether the actiotopes of boys and girls at the high school level in math and science differed and the extent to which (a) their actiotope components, (b) the progressive development of their actiotopes (dynamic perspective), and (c) the co-adaptation of their actiotopes (systems perspective) function as predictors for girls' and boys' achievements and confidence in one's own abilities in math and science. To answer these questions, we examined girls and boys (N=361) in Canada, the Czech Republic, and Germany with a questionnaire. The results suggest that girls are less effective at progressively developing their actiotopes in the fields of math andscience and that modifications in their actiotopes were less well balanced by stabilizing forces.

Druh

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

CEP obor

AN - Psychologie

OECD FORD obor

—

Projekt

<a href="/cs/project/GAP407%2F11%2F1272" target="_blank" >GAP407/11/1272: Výkonová motivace rozumově nadaných studentů s dyslexií ? základní determinanty a proměny v období adolescence a časné dospělosti</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2014

Kód důvěrnosti údajů

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

Název periodika

High Ability Studies

ISSN

1359-8139

e-ISSN

—

Svazek periodika

25

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

17

Strana od-do

35-51

Kód UT WoS článku

000338005500004

EID výsledku v databázi Scopus

—