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Original scientific paper
https://doi.org/10.15516/cje.v17i4.1434

Determinants of Students' Mathematics Self-Concept: Analysis of Gender Universalities and Specificities

Jelena Matić ; Centre for Educational Research and Development, Institute for Social Research in Zagreb
Iris Marušić ; Centre for Educational Research and Development, Institute for Social Research in Zagreb
Branislava Baranović ; Centre for Educational Research and Development, Institute for Social Research in Zagreb

Fulltext: english, pdf (324 KB) pages 1103-1129 downloads: 272* cite
APA 6th Edition
Matić, J., Marušić, I. & Baranović, B. (2015). Determinants of Students' Mathematics Self-Concept: Analysis of Gender Universalities and Specificities. Croatian Journal of Education, 17 (4), 1103-1129. https://doi.org/10.15516/cje.v17i4.1434
MLA 8th Edition
Matić, Jelena, et al. "Determinants of Students' Mathematics Self-Concept: Analysis of Gender Universalities and Specificities." Croatian Journal of Education, vol. 17, no. 4, 2015, pp. 1103-1129. https://doi.org/10.15516/cje.v17i4.1434. Accessed 1 Oct. 2020.
Chicago 17th Edition
Matić, Jelena, Iris Marušić and Branislava Baranović. "Determinants of Students' Mathematics Self-Concept: Analysis of Gender Universalities and Specificities." Croatian Journal of Education 17, no. 4 (2015): 1103-1129. https://doi.org/10.15516/cje.v17i4.1434
Harvard
Matić, J., Marušić, I., and Baranović, B. (2015). 'Determinants of Students' Mathematics Self-Concept: Analysis of Gender Universalities and Specificities', Croatian Journal of Education, 17(4), pp. 1103-1129. https://doi.org/10.15516/cje.v17i4.1434
Vancouver
Matić J, Marušić I, Baranović B. Determinants of Students' Mathematics Self-Concept: Analysis of Gender Universalities and Specificities. Croatian Journal of Education [Internet]. 2015 [cited 2020 October 01];17(4):1103-1129. https://doi.org/10.15516/cje.v17i4.1434
IEEE
J. Matić, I. Marušić and B. Baranović, "Determinants of Students' Mathematics Self-Concept: Analysis of Gender Universalities and Specificities", Croatian Journal of Education, vol.17, no. 4, pp. 1103-1129, 2015. [Online]. https://doi.org/10.15516/cje.v17i4.1434
Fulltext: croatian, pdf (324 KB) pages 1103-1129 downloads: 196* cite
APA 6th Edition
Matić, J., Marušić, I. & Baranović, B. (2015). Determinante matematičkog samopoimanja: Analiza rodnih univerzalnosti i specifičnosti. Croatian Journal of Education, 17 (4), 1103-1129. https://doi.org/10.15516/cje.v17i4.1434
MLA 8th Edition
Matić, Jelena, et al. "Determinante matematičkog samopoimanja: Analiza rodnih univerzalnosti i specifičnosti." Croatian Journal of Education, vol. 17, no. 4, 2015, pp. 1103-1129. https://doi.org/10.15516/cje.v17i4.1434. Accessed 1 Oct. 2020.
Chicago 17th Edition
Matić, Jelena, Iris Marušić and Branislava Baranović. "Determinante matematičkog samopoimanja: Analiza rodnih univerzalnosti i specifičnosti." Croatian Journal of Education 17, no. 4 (2015): 1103-1129. https://doi.org/10.15516/cje.v17i4.1434
Harvard
Matić, J., Marušić, I., and Baranović, B. (2015). 'Determinante matematičkog samopoimanja: Analiza rodnih univerzalnosti i specifičnosti', Croatian Journal of Education, 17(4), pp. 1103-1129. https://doi.org/10.15516/cje.v17i4.1434
Vancouver
Matić J, Marušić I, Baranović B. Determinante matematičkog samopoimanja: Analiza rodnih univerzalnosti i specifičnosti. Croatian Journal of Education [Internet]. 2015 [cited 2020 October 01];17(4):1103-1129. https://doi.org/10.15516/cje.v17i4.1434
IEEE
J. Matić, I. Marušić and B. Baranović, "Determinante matematičkog samopoimanja: Analiza rodnih univerzalnosti i specifičnosti", Croatian Journal of Education, vol.17, no. 4, pp. 1103-1129, 2015. [Online]. https://doi.org/10.15516/cje.v17i4.1434

Abstracts
The aim of the research was to examine the role that personality variables, mathematics anxiety, stereotypes about mathematics as a male domain and the perception of mathematics teachers' role and behaviour have in explaining students' mathematics self-concept, over and above the information about their mathematics success. The participants were 8th grade students from 36 primary schools from Zagreb and the Zagreb County (N=511). The analysis of the contribution of the above-mentioned predictors was conducted on male and female samples separately. Hierarchical regression analyses revealed the contributions of individual variables and the overall contribution to the explanation of boys’ (R=0.63) and girls’ (R=0.72) mathematics self-concept. Mathematics success was the strongest determinant of mathematics self-concept for both gender groups. Personality, i.e. conscientiousness was the gender-specific determinant that only contributed to the explanation of girls' mathematics self-concept. The opposite was true for stereotypes about mathematics. Mathematics anxiety and the perception of teachers’ role and behaviour were gender-universal determinants. The findings can serve to inform evidence-based planning and implementation of both gender universal and specific interventions for the enhancement of mathematics self-concept.

Keywords
ličnost; matemgender differences; math anxiety; math self-concept; personalityatička slika o sebi; rodne razlike; strah od matematike

Hrčak ID: 151229

URI
https://hrcak.srce.hr/151229

[croatian]

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