Sex differences in attributional style, self-efficacy and academic achievements in mathematics
| dc.contributor.author | Lloyd, Jennifer Elizabeth Victoria | en_US |
| dc.date.accessioned | 2024-08-14T21:07:15Z | |
| dc.date.available | 2024-08-14T21:07:15Z | |
| dc.date.copyright | 2002 | en_US |
| dc.date.issued | 2002 | |
| dc.degree.department | Department of Educational Psychology and Leadership Studies | |
| dc.degree.level | Master of Arts M.A. | en |
| dc.description.abstract | The purpose of the current study was to provide a further test of the claim that sex differences in mathematics achievement are due to boys' and girls ' differing achievement-related beliefs (Stipek & Gralinksi, 1991). 161 students participated in the study (62 fourth-graders, 99 seventh-graders). Boys' and girls' mathematics report card grades, achievement on the 2001 Foundation Skills Assessment Numeracy subtest, performance attributions, and perceptions of self-efficacy were compared. Results revealed that girls' report card grades were significantly higher than those of boys, whereas boys' and girls' achievement on the 2001 Foundation Skills Assessment did not differ significantly. While results show relative gains for girls in attributional thinking, girls were significantly more apt to display underconfidence relative to their actual mathematics achievement and to attribute mathematics failure to a lack of teachers' help than were boys. Suggestions for future research are presented. | |
| dc.format.extent | 120 pages | |
| dc.identifier.uri | https://hdl.handle.net/1828/18718 | |
| dc.rights | Available to the World Wide Web | en_US |
| dc.title | Sex differences in attributional style, self-efficacy and academic achievements in mathematics | en_US |
| dc.type | Thesis | en_US |
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