Sex- and age-related differences in mathematics.
This study examined sex differences and age-related changes in mathematics based on Eccles's 1985 expectancy-value model of "achievement-related choices" and Dweck's 1986 motivation-process model. We have assessed motivational variables and performance in mathematics for youth in Grades 5, 7, and 9 in a German comprehensive secondary school. Significant sex differences in Grades 7 and 9 were observed even when school marks were controlled for. Furthermore, the results indicated differences between Grade 7 and Grade 9 on most of the motivational variables. Older students show a less favorable motivational pattern. Our results give evidence of the importance of motivational encouragement in mathematics classes, especially for girls and low achieving learners.
Rustemeyer
Ruth
R
Institut für Psychologie, Universitaet Koblenz-Landau, Campus Koblenz, Universitaetsstr. 1, D-56070 Koblenz, Germany. ruste@uni-koblenz.de
Fischer
Natalie
N
D000293:Adolescent; D000367:Age Factors; D002648:Child; D032882:Comprehension; D004522:Educational Status; D005260:Female; D005858:Germany; D006380:Helplessness, Learned; D006801:Humans; D007360:Intelligence; D007389:Internal-External Control; D008297:Male; D008433:Mathematics; D009042:Motivation; D012649:Self Concept; D012737:Sex Factors; D013334:Students / Q000523:psychology*