Abstract
In the course of elementary school children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls’ math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education.
Highlights
Studies of cognitive development have revealed numerous factors that are important for the successful unfolding of math ability and performance (e.g., Butterworth, 2010; Geary, 2000; Krajewski & Schneider, 2009)
We found that the math self-concept of elementary school children (n = 81) declined from first to second grade
We investigated children in the first two years of elementary school aiming to detect possible gender differences in the formation of the math self-concept
Summary
Studies of cognitive development have revealed numerous factors (such as, quantity–number competencies, working memory, and phonological awareness) that are important for the successful unfolding of math ability and performance (e.g., Butterworth, 2010; Geary, 2000; Krajewski & Schneider, 2009). Besides these basal cognitive preconditions, motivational and affective aspects are important for individual math development (Lee, 2009). Previous research has shown that children’s interest in future academic activities declines if those activities are not in accordance with their self-concept (Denissen, Zarrett, & Eccles, 2007; Liben, Bigler, & Krogh, 2001)
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