Matić, Jelena and Marušić, Iris and Baranović, Branislava (2015) Determinants of students' mathematics self-concept: analysis of gender universalities and specificities. Croatian journal of education, 17 (4). pp. 1103-1119. ISSN 1848-5189 (Print), 1848-5197 (Online)
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Abstract
The aim of the research was to examine the role that personality variables, mathematics anxiety, stereotypes about mathematics as a male domain and the perception of mathematics teachers’ role and behaviour have in explaining students’ mathematics self-concept, over and above the information about their mathematics success. The participants were 8th grade students from 36 primary schools from Zagreb and the Zagreb County (N=511). The analysis of the contribution of the above-mentioned predictors was conducted on male and female samples separately. Hierarchical regression analyses revealed the contributions of individual variables and the overall contribution to the explanation of boys’ (R=0.63) and girls’ (R=0.72) mathematics self- concept. Mathematics success was the strongest determinant of mathematics self-concept for both gender groups. Personality, i.e. conscientiousness was the gender-specific determinant that only contributed to the explanation of girls’ mathematics self-concept. The opposite was true for stereotypes about mathematics. Mathematics anxiety and the perception of teachers’ role and behaviour were gender-universal determinants. The findings can serve to inform evidence-based planning and implementation of both gender universal and specific interventions for the enhancement of mathematics self- concept. (IN CROATIAN: Cilj istraživanja bio je razmotriti ulogu koju u objašnjenju matematičkog samopoimanja, osim uspjeha u matematici, imaju osobine ličnosti, matematička anksioznost, stereotipi o matematici kao muškom području i percepcija uloge i ponašanja nastavnika matematike. Istraživanje je provedeno na uzorku od 511 učenika 8. razreda iz 36 osnovnih škola u Zagrebu i Zagrebačkoj županiji. Analiza doprinosa spomenutih prediktora napravljena je na rodno odijeljenim uzorcima. Hijerarhijskim regresijskim analizama utvrđeni su pojedinačni doprinosi varijabli i ukupni doprinos prediktora objašnjenju varijance matematičkog samopoimanja učenika (R = 0.63) i učenica (R = 0.72). Uspjeh u matematici najsnažnija je odrednica matematičkog samopoimanja obiju rodnih skupina. Ličnost, točnije, savjesnost rodno je specifična determinanta koja doprinosi objašnjenju varijance matematičkog samopoimanja učenica, ali ne i učenika. Obrnuto vrijedi za stereotipe o matematici koji su se pokazali rodno specifičnom determinantom samopoimanja učenika. Strah od matematike, percepcija uloge i ponašanja nastavnika rodno su univerzalne odrednice. Rezultati mogu doprinijeti utemeljenom planiranju i primjeni univerzalnih i specifičnih intervencija za poboljšanje matematičkog samopoimanja učenica i učenika.)
| Item Type: | Article |
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| Additional Information: | Language: English. - Publication is also published in Croatian (pp. 1120-1129). - Title in Croatian: Determinante matematičkog samopoimanja: analiza rodnih univerzalnosti i specifičnosti. |
| Uncontrolled Keywords: | Gender differences, math anxiety, math self-concept, personality (rodne razlike, strah od matematike, matematička slika o sebi, ličnost) |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Depositing User: | Karolina |
| Date Deposited: | 20 Jan 2016 13:01 |
| Last Modified: | 21 Jan 2016 09:55 |
| URI: | http://idiprints.knjiznica.idi.hr/id/eprint/476 |
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