Gender Differences in Math and Verbal Self-Concept, Performance Expectations, and Motivation

Gender differences in mathematics and verbal self-concept, performance expectations, intrinsic motivation, and goal orientation were examined in 4 samples of Norwegian students. A total of 907 students in 6th grade (n = 277), 9th grade (n = 239), 11th grade (n = 264), and adult students enrolled in first year of senior high school (n = 127) participated in the study. Findings indicated that gender differences continue to exist. Male students had higher self-concept, performance expectations, intrinsic motivation, and self-enhancing ego orientation in mathematics than did female students, whereas female students had higher intrinsic motivation for learning language than did male students. Older students had higher verbal than mathematics self-concept regardless of gender.

[1]  Frank M. Pajares,et al.  Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. , 1994 .

[2]  E. Skaalvik,et al.  Gender differences in mathematics and verbal achievement, self‐perception and motivation , 1994 .

[3]  J. Eccles,et al.  Age and gender differences in children's self- and task perceptions during elementary school. , 1993, Child development.

[4]  Margaret Walsh,et al.  Influence of Item Content and Stereotype Situation on Gender Differences in Mathematical Problem Solving , 1999 .

[5]  John G. Nicholls,et al.  Dimensions of achievement motivation in schoolwork and sport. , 1992 .

[6]  H. Watt.  Measuring Attitudinal Change in Mathematics and English Over the 1st Year of Junior High School: A Multidimensional Analysis , 2000 .

[7]  E. Skaalvik,et al.  Internal and External Frames of Reference for Academic Self-Concept , 2002 .

[8]  Carolyn Hopp,et al.  Gender Comparisons of Mathematics Attitudes and Affect: A Meta-Analysis , 1990 .

[9]  Carole A. Ames,et al.  Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes , 1988 .

[10]  B. Byrne,et al.  The Shavelson Model Revisited: Testing for the Structure of Academic Self-Concept across Pre-, Early, and Late Adolescents. , 1996 .

[11]  Sapna Cheryan,et al.  When Positive Stereotypes Threaten Intellectual Performance: The Psychological Hazards of “Model Minority” Status , 2000, Psychological science.

[12]  K. Merrell,et al.  Gender Differences in Self-Concept among Children and Adolescents: A Meta-Analysis of Multidimensional Studies. , 1999 .

[13]  B. Byrne,et al.  On the Structure of Adolescent Self-Concept. , 1986 .

[14]  J. Miller,et al.  Toward a new psychology of women , 1976 .

[15]  Linda J. Sax,et al.  Mathematical self-concept: How college reinforces the gender gap , 1994 .

[16]  J. Meece,et al.  Sex Differences in Math Achievement: Toward a Model of Academic Choice. , 1982 .

[17]  Frank M. Pajares,et al.  Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. , 1995 .

[18]  H. Marsh.  Academic self-concept: Theory, measurement, and research. , 1993 .

[19]  H. Marsh,et al.  Coursework Selection: Relations to Academic Self-Concept and Achievement , 1997 .

[20]  E. Skaalvik,et al.  Math, verbal, and general academic self-concept: the internal/external frame of reference model and gender differences in self-concept structure , 1990 .

[21]  C. Steele.  A threat in the air. How stereotypes shape intellectual identity and performance. , 1997, The American psychologist.

[22]  A. E. Gottfried.  Academic intrinsic motivation in young elementary school children. , 1990 .

[23]  J. Harackiewicz,et al.  Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. , 1996 .

[24]  N. Betz,et al.  Effects of verbal and mathematics task performance on task and career self-efficacy and interest. , 1990 .

[25]  R. Muijs.  Predictors of academic achievement and academic self-concept; a longitudinal perspective. , 1997, The British journal of educational psychology.

[26]  T. Manger,et al.  The Effect of Mathematics Self-Concept on Girls' and Boys' Mathematical Achievement , 1998 .

[27]  T. Seifert,et al.  Characteristics of ego- and task-oriented students: a comparison of two methodologies. , 1995, The British journal of educational psychology.

[28]  J. Connell,et al.  What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School , 1990 .

[29]  Alexander Seeshing Yeung,et al.  Longitudinal Structural Equation Models of Academic Self-Concept and Achievement: Gender Differences in the Development of Math and English Constructs , 1998 .

[30]  J. E. Stake.  Gender Differences and Similarities in Self-Concept Within Everyday Life Contexts , 1992 .

[31]  John G. Nicholls,et al.  The Competitive Ethos and Democratic Education , 1989 .

[32]  E. Skaalvik.  Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. , 1997 .

[33]  E. Skaalvik,et al.  Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective. , 1990 .

[34]  Anastasia Kitsantas,et al.  Acquiring writing revision skill : Shifting from process to outcome self-regulatory goals , 1999 .

[35]  Michael J. Middleton,et al.  Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. , 1997 .

[36]  R. Cattell.  GOLD MEDAL AWARD FOR LIFE ACHIEVEMENT IN PSYCHOLOGICAL SCIENCE , 1997 .

[37]  Mimi Bong,et al.  Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions. , 2001, Contemporary educational psychology.

[38]  Allan Wigfield,et al.  Risk Taking: Theoretical, Empirical, and Educational Considerations , 1991 .

[39]  D. Zuckerman,et al.  Stress, self-esteem, and mental health: How does gender make a difference? , 1989 .

[40]  M. Covington.  Making the Grade: A Self-Worth Perspective on Motivation and School Reform , 1992 .

[41]  Carole N. Hodge,et al.  Gender and self-concept: A reexamination of stereotypic differences and the role of gender attitudes , 1994 .

[42]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[43]  H. Marsh.  Sex Differences in the Development of Verbal and Mathematics Constructs: The High School and Beyond Study , 1989 .

[44]  Carole A. Ames.  Classrooms: Goals, structures, and student motivation. , 1992 .