Accuracy and bias in Spanish secondary school students' self-concept of math ability: The influence of gender and parental educational level

被引：9

作者：

Sainz, Milagros ^{[1
]}

Upadyaya, Katja ^{[2
]}

机构：

[1] UOC, Internet Interdisciplinary Inst, Av Carl Friedrich Gauss 5,Parc Mediterrani Tecnol, Castelldefels 08860, Spain

[2] Univ Helsinki, Helsinki Coll Adv Studies, Inst Behav Sci, POB 4, FIN-00014 Helsinki, Finland

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2016年 / 77卷

基金：

芬兰科学院;

关键词：

Gender; Math performance; Parents' education; Self-concept of math ability; Transition to high school; CAUSAL ATTRIBUTIONS; ACHIEVEMENT; ADOLESCENCE; COMPETENCE; EFFICACY; BELIEFS; ESTEEM; GRADES; CHILD;

D O I：

10.1016/j.ijer.2016.02.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present two-wave longitudinal study investigated the accuracy or bias in students' math self-concept of ability during the transition to high school from the last year of secondary compulsory education (10th grade). The role of students' gender and parents' educational level in predicting the accuracy or bias in math ability self-concepts was also investigated. 424 Spanish students participated. The results analyzed with the person oriented I-States as Objects Analysis (ISOA) showed four groups of students: high-accurate, low-accurate, optimistic, and pessimistic. Males more likely belonged to the high-accurate or optimistic self-concept math ability group. In addition, students whose parents had a high level of education more likely belonged to the low-accurate or pessimistic self-concept of math ability group. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：26 / 36

页数：11

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