Gender Differences in Mathematics and Science: The Role of the Actiotope in Determining Individuals' Achievements and Confidence in Their Own Abilities

Autor/inn/en	Ziegler, Albert; Stoeger, Heidrun; Harder, Bettina; Park, Kyungbin; Portešová, Šárka; Porath, Marion
Titel	Gender Differences in Mathematics and Science: The Role of the Actiotope in Determining Individuals' Achievements and Confidence in Their Own Abilities
Quelle	In: High Ability Studies, 25 (2014) 1, S.35-51 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2014.916092
Schlagwörter	Gender Differences; Mathematics Achievement; Science Achievement; Self Esteem; Foreign Countries; Cross Cultural Studies; Questionnaires; Environmental Influences; Educational Environment; Goal Orientation; Active Learning; Student Participation; Adjustment (to Environment); Grade 10; Secondary School Students; Grades (Scholastic); Likert Scales; Regression (Statistics); Canada; Czech Republic; Germany + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-esteem; Selbstaufmerksamkeit; Ausland; Cultural comparison; Kulturvergleich; Fragebogen; Environmental influence; Umwelteinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zielorientierung; Zielvorstellung; Aktives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sekundarschüler; Notenspiegel; Likert-Skala; Regression; Regressionsanalyse; Kanada; Tschechische Republik; Deutschland
Abstract	Despite changes, gender differences in math and science continue to exist in some countries. We examined whether the actiotopes of boys and girls at the high school level in math and science differed and the extent to which (a) their actiotope components, (b) the progressive development of their actiotopes (dynamic perspective), and (c) the co-adaptation of their actiotopes (systems perspective) function as predictors for girls' and boys' achievements and confidence in one's own abilities in math and science. To answer these questions, we examined girls and boys (N?=?361) in Canada, the Czech Republic, and Germany with a questionnaire. The results suggest that girls are less effective at progressively developing their actiotopes in the fields of math and science and that modifications in their actiotopes were less well balanced by stabilizing forces. Independent of gender, the actiotope aspects considered here are suited to predicting achievements and confidence in one's own abilities in math and science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10