Literaturnachweis - Detailanzeige
Autor/inn/en | Geary, David C.; Hoard, Mary K.; Nugent, Lara; Ünal, Zehra E. |
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Titel | Sex Differences in Developmental Pathways to Mathematical Competence |
Quelle | In: Journal of Educational Psychology, 115 (2023) 2, S.212-228 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Geary, David C.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000763 |
Schlagwörter | Gender Differences; Mathematics Skills; Mathematics Achievement; Adolescents; Grade 6; Grade 7; Grade 8; Grade 9; Middle School Students; Student Behavior; Attention; Spatial Ability; Short Term Memory; Cognitive Ability; Arithmetic; Algebra; Intelligence Quotient; Missouri; Wechsler Abbreviated Scale of Intelligence Geschlechterkonflikt; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Aufmerksamkeit; Räumliches Vorstellungsvermögen; Kurzzeitgedächtnis; Denkfähigkeit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Intelligenzquotient |
Abstract | The study tested the hypothesis that there are sex differences in the pathways to mathematical development. Three-hundred and 42 adolescents (169 boys) were assessed in various mathematics areas from arithmetic fluency to algebra across 6th to 9th grade, inclusive, and completed a battery of working memory, spatial, and intelligence measures in middle school. Their middle school and ninth grade teachers reported on their in-class attentive behavior. There were no sex differences in overall mathematics performance, but boys had advantages on all spatial measures (ds = 0.29 to 0.58) and girls were more attentive in classroom settings (ds = -0.28 to -0.37). A series of structural equation models indicated that sixth- to ninth-grade mathematical competence was influenced by a combination of general cognitive ability, spatial abilities, and in-class attention. General cognitive ability was important for both sexes but the spatial pathway to mathematical competence was relatively more important for boys and the in-class attention pathway for girls. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |