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

By Sidsel Skaalvik, Einar M. Skaalvik. 2004

270 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5b4f7ddfa8eefd1a01ddba3a204d667f489d29fe

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Gender Differences in Gifted and Average-Ability Students (2008, background): “Throughout the entire ability range, girls demonstrate lower levels of motivation with respect to mathematics thrul do boys (students in 6th, 9th, and 11th grades: Skaalvik & Skaalvik, 2004 ; Zonnan & David, 2000).”
The impact of students' gender-role orientation on competence development in mathematics and reading in secondary school (2018, background): “…Lüdtke, Pekrun, & Hall, 2013), lower interest (Preckel, Götz, Pekrun, & Kleine, 2008), and lower selfconcept in mathematics (Marsh & Yeung, 1998; Skaalvik & Skaalvik, 2004) than boys, whereas boys report lower intrinsic motivation and interest (Retelsdorf, Köller, & Möller, 2011; Stanat &…”
Academic self‐concept, gender and single‐sex schooling (2009, background): “However, where gender differences in verbal self-concept have been found, these have typically favoured girls (Skaalvik and Skaalvik, 2004).”
Math self-concept in preschool children: Structure, achievement relations, and generalizability across gender (2016, background): “…girls have been found to display higher mean levels of verbal self-concept whereas boys have been found to have higher mean levels of math self-concept (Fredricks & Eccles, 2002; Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002; Marsh, 1989; Skaalvik & Skaalvik, 2004; Wilgenbusch & Merrell, 1999).”
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “In work largely undertaken outside of England, boys have generally reported higher mathematics self-concepts than girls (e.g. Fredricks & Eccles, 2002), even though girls often perform equally or even slightly higher than boys (e.g. Skaalvik & Skaalvik, 2004).”
The Impact of Motivation on Student's Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria. (2007, background): “Moreover, (Johnson, 1996; Broussard and Garrison, 2004; Skaalvik and Skaalvik, 2004; Skaalvik and Skaalvik, 2006; Sandra, 2002) revealed significant relationship between academic performance and motivation.”
Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors (2012, unknown): “, [12]).”