Abstract
Norwegian elementary schoolboys showed significantly higher mathematics self-concept than girls. Boys also had a significantly higher mathematical achievement score than girls. However, controlling for mathematics self-concept produced several interesting results. First, there was no significant effect of gender on overall mathematical achievement. Second, although the gender difference in achievement favouring boys increased with increasing task difficulty, no significant effects of gender were found in subsamples of difficult tasks. Finally, a significant effect of gender favouring girls appeared in subsamples of easy tasks and in routinizing well-defined procedural tasks. These results indicate that mathematics self-concept is an important variable accounting for differences in elementary schoolgirls' and boys' mathematical achievement.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
