The Development of Students' Mathematics Self-Concept in Relation to Gender: Different Countries, Different Trajectories?.

By Gabriel Nagy, H. Watt, Jacquelynne S. Eccles, Ulrich Trautwein, O. Lüdtke, J. Baumert. 2010

214 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5775767c742c0eb5197246077dfa79d4c5371ec6

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Citations in the corpus

Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, background): “Regarding gender differences in the development of motivation, findings on developmental patterns are inconsistent in that some studies found no gender differences in rates of change over time (e.g., Frenzel et al., 2010; Kosovich et al, 2017; Nagy et al., 2010; Watt et al., 2012), while others obse”
Mathematics Interest and Achievement: What Role Do Perceived Parent and Teacher Support Play? A Longitudinal Analysis (2013, unknown): “This decline occurs particularly in mathematics (e.g., Frenzel, Goetz, Pekrun, & Watt, 2010; Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; Nagy et al., 2010; Watt, 2004).”
Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics (2017, methodology): “…on both emotional (β = -.27, p <.01) and cognitive interest (β = -.34, p <.01), in that older students tended to be less interested than younger ones, similar to results from studies undertaken only in high school classes (Frenzel et al. 2010; Jacobs et al. 2002; Nagy et al. 2010; Watt, 2004).”
Teacher Immediacy and Decreased Student Quantitative Reasoning Anxiety: The Mediating Effect of Perception (2015, background): “Many students’ self-concepts in mathematics and quantitative skills decline as they progress toward entering college, which in turn increases their math anxiety (Nagy et al., 2010).”
Maximizing Gender Equality by Minimizing Course Choice Options? Effects of Obligatory Coursework in Math on Gender Differences in STEM (2017, methodology): “As can be seen in the literature, this seems to be the average amount of growth that can be expected from a half to 1 year of schooling (e.g., Hill, Bloom, Black, & Lipsey, 2008; Low, Yoon, Roberts, & Rounds, 2005; Low, 2009; Nagy et al., 2010; Wagner, Rose, Dicke, Neumann, & Trautwein, 2014).”
Trajectories of self-perceived math ability, utility value and interest across middle school as predictors of high school math performance (2017, methodology): “Prior studies have used latent growth curve modelling to model trajectories in math self-concept across development (Fredricks & Eccles, 2002; Jacobs et al., 2002; Nagy et al., 2010; Watt, 2004).”
Factors Affecting Mathematics Performance of Junior High School Students (2019, background): “Thus, females have a more negative concept on male-related domains such as Mathematics in the same way that males have a negative concept on female-related domains like Arts (Nagy et al., 2010).”
Gender Segregation of Adolescent Science Career Plans in 50 Countries. (2012, methodology): “Although many studies documented gender differences in science preferences or the gender gap in self-concept (Ainley & Ainley, 2011; Buccheri, Gurber, & Bruhwiler, 2011; Nagy et al., 2010; Osborne, Simon, & Collins, 2003), relatively few attempted to systematically explore the implications that brid”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “There is longitudinal empirical evidence that girls’ mathematical success expectancies (Fredricks & Eccles, 2002; Jacobs et al., 2002; Nagy et al., 2010; Watt, 2004) and values (Fredricks & Eccles, 2002; Frenzel et al.”
Science Interests in Preschool Boys and Girls: Relations to Later Self-Concept and Science Achievement. (2013, background): “Science Education, Vol. 97, No. 4, pp. 574–593 (2013) Gender differences in academic self-concept have been addressed in numerous studies (Eccles, Wigfield, Harold, & Blumenfeld, 1993; Fredricks & Eccles, 2002; Marsh, 1989; Murphy & Whitelegg, 2006; Nagy et al., 2010; Watt, 2004).”
Students’ engagement profiles in mathematics according to learning environment dimensions: Developing an evidence base for best practice in mathematics education (2017, background): “Boys rate their perceived mathematical abilities higher than girls do (Frenzel et al., 2010; Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; Nagy et al., 2010; Watt, 2004), despite similar levels of mathematical achievement (Hyde, 2005).”
Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions (2019, background): “…in general, decreased across school years from 1st to 12th grade among US students (Fredricks & Eccles, 2002; Jacobs et al., 2002) and this pattern of decrease has been found across secondary years (7th to 11th grade) in other Western countries, including Australia, and Germany (Nagy et al., 2010).”
Tracking Effects Depend on Tracking Type (2013, background): “We also included gender, as boys usually have a higher mathematics self-concept than girls (Marsh & Yeung, 1998; Nagy et al., 2010).”