Mathematics participation and mathematics achievement across secondary school: The role of gender

被引：16

作者：

Van de Gaer, Eva ^{[1
]}

Pustjens, Heidi ^{[1
]}

Van Damme, Jan ^{[1
]}

De Munter, Agnes ^{[2
]}

机构：

[1] Katholieke Univ Leuven, Ctr Educ Effectiveness & Evaluat CO&E, B-3000 Louvain, Belgium

[2] Katholieke Univ Leuven, Res Ctr Women & Educ, B-3000 Louvain, Belgium

来源：

SEX ROLES | 2008年 / 59卷 / 7-8期

关键词：

gender; mathematics achievement; mathematics participation;

D O I：

10.1007/s11199-008-9455-x

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The present study investigated whether the relationship between mathematics participation and mathematics achievement is reciprocal for boys and girls. In Years 1, 2, 4 and 6 (US grades 7, 8, 10 and 12), we administered mathematics achievement tests to a cohort of 1,495 Flemish students and collected data on the number of classroom hours allocated to mathematics. A cross-lagged panel design was used to analyze the data. Evidence was found for a reciprocal relationship between mathematics participation and mathematics achievement, particularly in Years 4 and 6 (US grades 10 and 12). The results suggest that boys' better performance in mathematics is related to their higher participation in math, whereas other factors-in addition to gender differences in math achievement-play a role in explaining why boys participate more in mathematics than girls.

引用

页码：568 / 585

页数：18

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