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Gender differences in math and reading: Performance, self-concept and expectations

dc.contributor.authorCárcamo, Carolina
dc.contributor.authorMoreno, Amparo
dc.contributor.authorBarrio, Cristina Del
dc.date.accessioned2023-07-19T21:23:26Z
dc.date.available2023-07-19T21:23:26Z
dc.date.issued2020
dc.date.submitted2023
dc.identifier.citationCárcamo, C., Moreno, A., & Barrio, C. D. (2020). Diferencias de género en matemáticas y lengua: rendimiento académico, autoconcepto y expectativas. Suma Psicológica, 27(1), 27-34.spa
dc.identifier.urihttps://hdl.handle.net/20.500.12585/12223
dc.description.abstractPrevious studies show gender differences in math and language performance, mainly in adolescents. In this study, we aim to evaluate gender differences in self-concept, subjective value, expectations and academic performance, to analyze the relationships between the variables, and to understand their role in explaining performance in language and mathematics. A total of 406 4th and 5th grade students from Colombia participated in this study. The results show that girls have higher performance expectations in mathematics and language, as well as higher performance in language than boys. No gender differences were found in self-concept and the subjective value of the task. Self-concept, performance expectations and age explained performance in both mathematics and language. We discuss the implications of these results for narrowing the gender gap in learning. Because this study is the first attempt to explore the relationships between expectations and task-value beliefs in language and mathematics in Hispanic primary school students based on the Expectancy-Value Model, more research is needed to support or refute our findings. © 2020 Fundación Universitaria Konrad Lorenz.spa
dc.description.abstractPrevious studies show gender differences in math and language performance, mainly in adolescents. In this study, we aim to evaluate gender differences in self-concept, subjective value, expectations and academic performance, to analyze the relationships between the variables, and to understand their role in explaining performance in language and mathematics. A total of 406 4th and 5th grade students from Colombia participated in this study. The results show that girls have higher performance expectations in mathematics and language, as well as higher performance in language than boys. No gender differences were found in self-concept and the subjective value of the task. Self-concept, performance expectations and age explained performance in both mathematics and language. We discuss the implications of these results for narrowing the gender gap in learning. Because this study is the first attempt to explore the relationships between expectations and task-value beliefs in language and mathematics in Hispanic primary school students based on the Expectancy-Value Model, more research is needed to support or refute our findings. © 2020 Fundación Universitaria Konrad Lorenz.spa
dc.format.extent7 páginas
dc.format.mimetypeapplication/pdfspa
dc.language.isospaspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceSuma Psicologicaspa
dc.titleGender differences in math and reading: Performance, self-concept and expectationsspa
dc.title.alternativeDiferencias de género en matemáticas y lengua: Rendimiento académico, autoconcepto y expectativasspa
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dc.identifier.doi10.14349/sumapsi.2020.v27.n1.4
dc.subject.keywordsStereotype Threat;spa
dc.subject.keywordsScanning Transmission Electron Microscopy;spa
dc.subject.keywordsCompetence Beliefsspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.ccAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.identifier.instnameUniversidad Tecnológica de Bolívarspa
dc.identifier.reponameRepositorio Universidad Tecnológica de Bolívarspa
dc.publisher.placeCartagena de Indiasspa
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Universidad Tecnológica de Bolívar - 2017 Institución de Educación Superior sujeta a inspección y vigilancia por el Ministerio de Educación Nacional. Resolución No 961 del 26 de octubre de 1970 a través de la cual la Gobernación de Bolívar otorga la Personería Jurídica a la Universidad Tecnológica de Bolívar.