Biological Gender Differences in Students' Errors on Mathematics Achievement Tests

被引：11

作者：

Stewart, Christie ^{[1
]}

Root, Melissa M. ^{[2
]}

Koriakin, Taylor ^{[2
]}

Choi, Dowon ^{[2
]}

Luria, Sarah R. ^{[2
]}

Bray, Melissa A. ^{[2
]}

Sassu, Kari ^{[3
]}

Maykel, Cheryl ^{[3
]}

O'Rourke, Patricia ^{[2
]}

Courville, Troy ^{[4
]}

机构：

[1] St Johns Univ, Queens, NY USA

[2] Univ Connecticut, Storrs, CT USA

[3] Southern Connecticut State Univ, New Haven, CT USA

[4] Pearson Clin Assessment, San Antonio, TX USA

来源：

JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT | 2017年 / 35卷 / 1-2期

关键词：

math; gender; KTEA-3; achievement; error analysis; factor analysis; SEX-DIFFERENCES; STEREOTYPE THREAT; MATH PERFORMANCE; METAANALYSIS; BELIEFS; NUMBER;

D O I：

10.1177/0734282916669231

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study investigated developmental gender differences in mathematics achievement, using the child and adolescent portion (ages 6-19 years) of the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were divided into two age categories: 6 to 11 and 12 to 19. Error categories within the Math Concepts & Applications and Math Computation subtests of the KTEA-3 were factor analyzed and revealed five error factors. Multiple ANOVA of the error factor scores showed that, across both age categories, female and male mean scores were not significantly different across four error factors: math calculation, geometric concepts, basic math concepts, and addition. They were significantly different on the complex math problems error factor, with males performing better at the p < .05 significance level for the 6 to 11 age group and at the p < .001 significance level for the 12 to 19 age group. Implications in light of gender stereotype threat are discussed.

引用

页码：47 / 56

页数：10

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