scholarly journals Gender differences in math achievement, students' attitudes, and teachers' beliefs. (c2011)

2011 ◽  
Author(s):  
Madona Kamal Chartouny
Keyword(s):  
Gender Differences ◽  
Math Achievement ◽  
Teachers Beliefs ◽  
Students Attitudes

Gender Differences on Attitudes and Participation in an Extracurricular Gymnastics Course Among Greek University Students

2015 ◽  
Vol 34 (3) ◽  
pp. 424-441 ◽  
Author(s):  
Dimitrios C. Milosis ◽  
Athanasios G. Papaioannou ◽  
Theophanis A. Siatras ◽  
Miltiadis Proios ◽  
Michael Proios
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Structural Equation ◽  
Male Students ◽  
Equation Modeling ◽  
Voluntary Participation ◽  
Students Attitudes ◽  
Path Structure ◽  
And Behavior ◽  
Attitudes And Behavior

The aims of the study were (a) to test the effectiveness of the theory of planned behavior (TPB) to predict Greek university students’ voluntary participation in an extracurricular gymnastics course, and (b) to evaluate gender differences. Two hundred sixty-three (127 female, 136 male) students participated in the study. Students’ attitudes, intention, and PBC were measured with a questionnaire and their attendance in the course was recorded by the teacher. Results from the MANOVA conducted showed that females had higher scores compared with males in all observed variables. Results from the structural equation modeling (SEM) employed supported the usefulness of TPB to explain students’ attitudes and behavior toward extracurricular physical activities (PA). Differences also emerged on path structure of the relationships among the variables.

Internalizing Problems in Children and Adolescents With Math Disability

2015 ◽  
Vol 223 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Johanna Graefen ◽  
Juliane Kohn ◽  
Anne Wyschkon ◽  
Günter Esser
Keyword(s):  
Gender Differences ◽  
Learning Disabilities ◽  
Children And Adolescents ◽  
Internalizing Problems ◽  
Internalizing Symptoms ◽  
Math Achievement ◽  
Self Report ◽  
Math Disability ◽  
Internalizing Symptomatology ◽  
Internalizing Problem

Research has shown that learning disabilities are associated with internalizing problems in (pre)adolescents. In order to examine this relationship for math disability (MD), math achievement and internalizing problem scores were measured in a representative group of 1,436 (pre)adolescents. MD was defined by a discrepancy between math achievement and IQ. Internalizing problems were measured through a multi-informant (parents, teachers, self-report) approach. The results revealed that MD puts (pre)adolescents at a higher risk for internalizing problems. External and self-ratings differed between boys and girls, indicating that either they show distinct internalizing symptoms or they are being perceived differently by parents and teachers. Results emphasize the importance of both a multi-informant approach and the consideration of gender differences when measuring internalizing symptomatology of children with MD. For an optimal treatment of MD, depressive and anxious symptoms need to be considered.

Sociocultural Attitudes Regarding Gender Differences in Mathematics Education and Implications for Related Employment

2021 ◽  
Vol 5 (1) ◽  
pp. 79-91
Author(s):  
Ezri Skital ◽  
Laurentiu-Gabriel Tiru
Keyword(s):  
Gender Differences ◽  
Attitudes Toward Mathematics ◽  
Single Sex ◽  
Sociocultural Attitudes ◽  
Positive Attitudes ◽  
Learning Mathematics ◽  
Study Population ◽  
Multiple Choice Questionnaire ◽  
Students Attitudes ◽  
And Performance

For many years in several countries there has been gender inequality in mathematics achievement, and girls are less likely to study and specialize in precise sciences. A primary explanation for these gender differences is sociocultural. The attitudes and perceptions prevalent in a society’s culture regarding gen-der can affect students’ attitudes and performance in maths education and their choice to pursue pro-fessional careers in maths related areas. Studies have found that learning in single-sex classrooms can influence girls’ achievements and attitudes. The goal of the present study is to examine the attitudes of girls in mixed and single-sex classrooms towards mathematics and towards gender differences in mathematics. The study population included 281 students in the fifth to ninth grades, attending state-religious schools in Israel. The participants completed a multiple-choice questionnaire, which addressed their attitudes toward mathematics and possible differences between boys and girls. Most of the girls, in both types of classrooms, expressed positive attitudes towards learning mathematics and egalitarian views, although differences were found as girls learning in mixed-sex classes expressed views that were slightly more egalitarian. In addition, girls in single-sex classrooms expressed a moderately higher agreement in the “girls are better” category.

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